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 well settled and feel safe and secure in the childminder's home. They have warm and loving relationships with her and include her in their play. The childminder is a positive role model to the children. She instils good manners and values in the children, appropriate to their age and stage of development. For example, she gently reminds children to say 'please' and 'thank you'.

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The provision is good

Children develop their independence well through consistently clear routines. For instance, before and after mealtimes children wash their hands and learn to put on their wellies independently. Children follow the childminder's clear instructions, such as tidying up resources when requested. Consequently, the children relish in the praise they receive from her. This positively contributes to the development of their self-esteem, confidence and emotional well-being.

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The provision is good

Children benefit from the childminder's strong aspirations to develop their communication and language skills. The childminder frequently reads books to the children and brings the stories to life by using different voices and sounds. Furthermore, the childminder dances to 'action songs' with the children. For example, children move and dance to the 'sleeping bunnies' song. They show high levels of engagement as they dance with joy and energetically hop like bunnies. This supports children's emerging language skills and physical development well.

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need to do better?

n The childminder understands that children learn best when they are engaged and interested in the activities on offer. She matches children's current interests when planning activities for them, such as naming the colours of different dinosaurs. However, sometimes, when the childminder plans activities, she does not sequence what children need to learn next to help them build on their existing knowledge and skills further. For example, as children pour rice into cylinders to learn about sizes, the childminder does not consistently build on this to ensure children that understand the mathematical concept. Therefore, the intended learning is not carefully sequenced. n Overall, the childminder has good behaviour-management techniques in place to support children's emotions. For example, she uses an emotions poster, which helps younger children to communicate how they are feeling. This helps her to understand and support their emotional well-being effectively. However, on

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need to do better?

occasion, the childminder does not recognise the triggers that cause some children to have squabbles with others, and consequently they can become fractious. As a result, not all children receive her attention equally to support their learning intentions. n Children enjoy a variety of outings with the childminder. She understands that

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need to do better?

14 March 2023 children need fresh air and physical exercise. Children enjoy visits to local parks, go on woodland walks and visit outdoor and indoor playgrounds. This provides plenty of physical exercise, promotes their overall well-being and helps to develop their small and large muscles. n The childminder has recognised that the COVID-19 pandemic has had a negative effect on children's personal, social and emotional development. She attends local playgroups and takes the children out in the wider community. Children form new friendships and meet different people, which enables them to make valuable connections with others. This supports children's social skills and interactions successfully and helps them to understand world they are growing up in. n The childminder gathers detailed information about children and their families from the start, for example their likes and dislikes and any dietary and medical

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need to do better?

requirements. She finds out about children's routines and development at home, before parents leave children in her care. She uses this, along with her own assessments of children's learning, to plan for the next steps in their development. Children make good progress from their starting points. n Partnerships with parents are strong. Parents comment that they feel their children have made good progress and that they feel extremely happy and safe in the childminder's care. The childminder works in collaboration with parents to support their children's personal development at home. For example, she works with parents to manage children's emotions.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a robust safeguarding and child protection knowledge. She confidently understands her responsibilities to help keep children safe. The childminder undertakes mandatory training to help keep her safeguarding knowledge up to date. The childminder ensures that she is fully aware of the work of the local safeguarding children partnerships. There are clear and concise procedures for the childminder to follow if she has concerns about children's welfare. The childminder has a secure knowledge of the procedures to follow should an allegation be made against herself, or any adult living in her home.

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should:

n strengthen the sequencing of the mathematics curriculum to consistently deliver learning opportunities closely matched to children's stage of development n recognise triggers that cause conflict and disruptions during routines and activities, to ensure the focus remains on all children's learning intentions equally.

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Setting details

Unique reference number 2616875 Local authority Surrey Inspection number 10280925 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021. She lives in Claygate, Surrey. She cares for children between 8am and 6pm, Monday to Thursday and from 8am to 4pm on Friday, all year round, expect for family holidays and bank holidays. The childminder is registered to receive funding for the provision of free early education for children aged two, three and four years. She holds an early years qualification at level 3.

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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 implementation of the curriculum during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector carried out a joint evaluation of an activity with the childminder and they discussed their findings. n The inspector spoke to children and observed their activities. n The childminder provided the inspector with a sample of key documentation on request, including records of paediatric first-aid training and registers. n The inspector considered the views of parents provided on the day of the inspection.

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Inspection activities

14 March 2023 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

14 March 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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