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

Children are warmly welcomed in this setting and form strong bonds with the childminder, co-childminder and her assistant. They enjoy their company and are happy in their environment. The childminder is attentive to children's needs and closely supports their well-being. Children demonstrate that they feel safe as they explore the welcoming environment with ease and motivation. The childminder respectfully follows the children's interests. For example, children pretend to make cakes in the sand and help their friends to add water to their mixture. Children are kind and behave well, develop their confidence, self-esteem and independence in learning.

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The provision is good

The childminder has high aspirations for children's language. Children choose their favourite books and sit on the childminder's lap to listen to the stories. They remember and sing familiar nursery rhymes. Older children develop their confidence as they sing aloud to their friends. The childminder uses single words with younger children as they play together with bubbles. She says , 'pop', as bubbles are blown. She introduces new language such as 'dusty' and 'sticky' as children explore different textures in their play. Children try to copy these words, increasing their communication and language skills.

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need to do better?

n The childminder has developed a good curriculum based on the children's interests. She focuses her curriculum on their social, emotional, communication and language skills and their physical development to ensure they have the skills they need to support their future learning. However, some planned group times are too long for the age of some children. This means that older children do not always benefit from these sessions, as they get distracted by younger children who want to move on to the next play activity. n The childminder has a good understanding about how young children learn. For example, she gets down to children's level, playing and exploring alongside them. Children are excited to explore cereal in a tray. The childminder models how to use one-handed tools, as the children scoop up the cereal. This helps children develop their small-muscle skills in preparation for early writing. n The childminder effectively promotes children's early mathematical concepts in

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need to do better?

play. For example, older children learn about halves and quarters as they pretend to cut their cakes up. Children begin to use counting in their everyday routines and play. For instance, as children climb the steps on a slide, the childminder repeats numbers in the correct sequence. n Children develop good relationship with their friends. They are sensitive to younger children and warmly place their arm around them when they arrive at the setting. Children are helpful and tidy away toys with the childminder for their

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need to do better?

20 February 2023 next activity. The childminder, co-childminder and assistant are good role models as they consistently praise children for their help. This develops a positive culture within the setting. n The childminder works alongside her co-childminder and assistant. They understand the importance of sharing information between each other to ensure consistency of care and education for all children. For example, they share strategies to monitor children's learning and development. This means by working together they can identify children who may need additional support. All children make good progress in their learning and development. n The childminder teaches children to be independent and keep themselves healthy. For instance, she teaches children how to put their coats and boots on to play outside. Children know to wash their hands before mealtimes and are confident in feeding themselves. Their independence is promoted well.

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need to do better?

n Parents are very happy with the care and education that their children receive. The childminder gives parents advice on how to support children's learning at home, for example in relation to toilet training. This means children benefit from a consistent approach to their care and learning. n The childminder keeps her knowledge up to date. For example, she has recently engaged in training to support children in outside play. She shares her knowledge with her co-childminder and assistant to help continue the good level of teaching and learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of how she can keep children safe. For example, gates into the garden are securely locked to prevent unauthorised people from entering. The childminder talks confidently about a range of safeguarding topics and how to recognise when children are at risk from abuse. She understands what to do if she has any concerns about children's welfare. She keeps her knowledge and skills up to date through a range of training, and knows who she would contact if she had any concerns. The childminder, co-childminder and assistant recognise the importance of reporting any allegations made against themselves or other adults who work with children.

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should:

n review the organisation of activities within the curriculum, particularly group times, to sharply focus on the learning intention.

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Setting details

Unique reference number EY292230 Local authority Surrey Inspection number 10276571 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 6 Number of children on roll 12 Date of previous inspection 21 July 2017

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Information about this early years setting

The childminder registered in 2004 and lives in Yateley, Hampshire. She provides care for children from 8am to 6pm, Monday to Friday, for most of the year. The childminder has an appropriate early years qualification at level 3. The childminder works with an assistant and co-childminder.

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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 setting. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector completed a walk around the premises with the childminder. She discussed the curriculum that the childminder provides and completed a joint evaluation of a planned activity. n The inspector held a number of discussions with the childminder, co-childminder and with her assistant. She looked at relevant documentation and evidence of the suitability of persons living or working on the premises. n The inspector spoke to some parents and took account of their views.

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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

20 February 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

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