Childminder in Surrey

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Babies and children form close attachments to the kind and caring childminder. They are settled and enjoy exploring her homely environment. Children happily approach the childminder to engage her in their play. They confidently ask for the toys they would like to play with. The childminder listens to the children's requests, meaning that their interests are followed. Children's behaviour is good. They listen to instructions and know the rules and boundaries within the setting. Older children reinforce the rules with younger children and help to teach them how to be kind.

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The provision is good

Children enjoy singing familiar songs and rhymes. For instance, they enjoy choosing a prop relating to a particular song and play musical instruments while singing along. Babies watch in awe and move their bodies rhythmically as the childminder sings. Children listen carefully to the sounds instruments make. For example, they compare the noise that a wooden and metal xylophone makes and describe the difference saying 'one is tinkly'. This helps to develop children's listening skills. Children listen intently to stories read by the childminder. They demonstrate a wide range of vocabulary as they describe the different characters within the book as 'sparkly' and 'bumpy.'

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need to do better?

n The childminder takes the children on a range of outings in the local community. For example, they visit the library and nearby parks. These experiences help children to broaden their experiences and learn about the world around them. Children benefit from spending time outside in the fresh air each day. For example, they love to ride on wheeled toys, blowing bubbles and excitedly use spray bottles to clean the toy cars. n The childminder is committed to her ongoing professional development. She effectively engages in training and learning opportunities. For example, she has developed her knowledge in supporting mathematics and language development. As a result, there has been a positive impact on her practice. n The childminder ensures children learn the importance of good hygiene. She also helps children to learn about oral health and healthy eating. The childminder talks to children regularly about the importance of a healthy diet and

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need to do better?

plans activities to teach children the importance of brushing their teeth. However, at times, the childminder does not fully promote children's independence. For example, at times, she does not give them chances to do things for themselves, such as blowing their nose and getting ready to go outside. n Children are curious and keen to explore the environment. They are eager to have a go and are confident problem-solvers. For example, children consider what two colours they need to make the required grey paint. They mix paint

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need to do better?

20 December 2022 together until they are happy with the colour, adding different quantities and using language such as 'more' and 'less'. n Children develop a secure understanding of mathematics. They are competent at counting and matching the right number to quantities. For example, children use play dough to make 'mince pies'. They correctly count out four mince pies and coins for each person in the room. The childminder challenges children's thinking by asking appropriate questions. As a result, all children make good progress. n The childminder has a secure understanding of her curriculum and knows what she wants children to learn while in her care. She plans a range of learning experiences that support the ambitious curriculum. However, on occasion, the childminder does not effectively support children to maintain their concentration and engagement on their chosen activity to fully enrich their learning.

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need to do better?

n Children make good progress in their communication and language. They confidently express themselves and talk to visitors. Children develop a good sense of humour and giggle as they tell jokes. They are well prepared for the next stage of their education. n Partnerships with parents are strong. The childminder shares information with parents about their progress and what they have enjoyed throughout the day. She works collaboratively with other early years settings that children attend. This ensures children's learning is consistently supported.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of her role and responsibilities to protect children's welfare. She keeps her knowledge up to date through regular training. The childminder is aware of local safeguarding procedures and knows where to report any concerns she may have about children's safety. She knows the procedure to follow if an allegation is made against her or a member of her household. The childminder carries out fire evacuations to ensure that both her and the children know how to respond quickly. She ensures robust hygiene procedures are in place to prevent the spread of infection. The childminder keeps accurate records of any accidents that occur with children in her care.

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should:

n encourage children to do even more for themselves to further develop their independence n improve the organisation of learning experiences, to maximise children's learning and consistently promote good levels of engagement.

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Setting details

Unique reference number EY470977 Local authority Surrey Inspection number 10264334 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 5 Number of children on roll 7 Date of previous inspection 12 June 2017

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Information about this early years setting

The childminder registered in 2014 and lives in the Beare Green area of Dorking, Surrey. The childminder operates Monday to Thursday, from 8am until 6pm, all year round. She provides funded early education for three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder spoke to the inspector about children's learning and development. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

20 December 2022 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

20 December 2022 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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