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 Not applicable

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The provision is good

Children are happy in the childminder's home. She works closely with children and their parents to ensure children feel safe and secure in her care. The childminder's provision is carefully organised, both inside and outside, to ensure children have full access to all the areas within the early years foundation stage curriculum. She plans in accordance with children's interests and next steps. Parents are extremely happy with the childminder and comment that she offers a vast range of different activities and experiences for children to engage in.

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The provision is good

Children behave well and follow the childminder's instructions for transitioning to different activities. She models her expectations for children's manners. She reinforces the language of 'please' and 'thank you.' The childminder signs the actions of these words to reinforce children's understanding. Children play alongside their friends and share toys and resources.

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The provision is good

Children enjoy playing instruments and singing songs. The childminder models actions alongside the words of the songs. For example, children enjoy rowing in their boats as she sings 'Row, row, row your boat' to them. Children enjoy being lifted up and down as she sings 'The Grand old Duke of York'. These skills support children well for future learning and starting school.

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need to do better?

n The childminder places strong emphasis on modelling language for children to support their communication and language development. For example, she wraps a range of familiar items in tin foil and asks children to unwrap them and identify the object. She supports them in naming the object correctly and extends their vocabulary by encouraging them to describe it. n The childminder uses 'story spoons' to retell traditional stories to children. For example, she uses the spoon with grandma's face to remind children of the story 'Little Red Riding Hood'. Children enjoy selecting the different spoons and recalling aspects of familiar stories that have been read to them. This promotes a love of reading. n The childminder has clear routines in place for children. Overall, children behave very well. Children quickly respond to her instructions for getting their coats and shoes for outdoor play. However, the childminder needs to ensure that she

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need to do better?

maintains consistency within her high expectations of children's behaviour. For example, ensuring children tidy away toys when they have been asked to. n Children are given many opportunities to develop their independence skills. They wash and dry their own hands. They use cloths to wipe their faces after mealtimes. They feed themselves and are well supported in putting on their coats and shoes for outdoor play.

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need to do better?

25 January 2023 n The childminder reinforces children's mathematical language as they fill containers with sand. She counts as they add each spoonful of sand and models the language of capacity as they fill the container to the top. She models the positional language of 'over' and asks children if they can now make a 'bigger' one. n Children celebrate a range of religious festivals to learn about diversity. They use maps to find pumpkins for Halloween, light candles for Diwali and enjoy finding coins in rice to celebrate Chinese New Year. Older children enjoy sharing the names of the different animals in the Chinese Zodiac. n The childminder has a clear understanding of how to support children with special educational needs and/or disabilities (SEND) and children who speak English as an additional language. She understands the importance of using external agencies, where necessary, and makes good use of her local children's

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need to do better?

centre. n The childminder is committed to continual improvement. She has a clear vision regarding how to build on her current practice. She researches online to further support her planning, to ensure that all children make expected progress. She is keen to obtain an accredited qualification in supporting children with SEND, to further enhance her practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder carries out regular risk assessments to ensure that children are safe in her home. She talks to children to ensure they understand how to stay safe when out on trips. She understands the importance of keeping children safe digitally and shares this with parents. The childminder has secure procedures in place for sharing photographs. She has clear recording and reporting procedures in place for accidents. The childminder recognises the signs of when a child may be at risk of abuse and knows how to report this. She engages in regular safeguarding training to ensure her knowledge is up to date.

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should:

n ensure consistency in modelling high expectations of behaviour to children.

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Setting details

Unique reference number 2602430 Local authority Kingston upon Thames Inspection number 10263181 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 2 Number of children on roll 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and is based in Surbiton, in the Royal Borough of Kingston upon Thames. She operates from 7.30am to 4.30pm, all year round, except for bank and family holidays. The childminder has qualified teacher status.

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Inspection activities

n This was the first routine inspection the childminder 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 inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector observed the interactions between the childminder and children. n The inspector spoke to the childminder about how she meets the needs of all

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Inspection activities

learners, including those with SEND. n The inspector reviewed written feedback from parents. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

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

25 January 2023 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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