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 at the heart of everything the childminder does. They benefit from an inclusive, welcoming, safe and homely environment. Initial home visits and settling in visits allow the childminder to find out about children's care routines at home. She ensures that she follows these closely. This helps to support children's health and emotional well-being.

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The provision is good

Children demonstrate a positive attitude to learning. The dedicated childminder has high expectations for what children can achieve. She confidently talks about the children in her care and is clear of their likes, dislikes and what they already know and can do. The childminder uses this information to build a curriculum which supports children to achieve their next steps in learning. All children, including those with special educational needs and disabilities (SEND), make good progress from their starting points.

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The provision is good

Children behave well and receive plenty of praise and encouragement from the childminder. For example, she thanks them when they complete small tasks and follow instructions. This positive reinforcement encourages children to develop an understanding of behavioural expectations.

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The provision is good

Children successfully acquire the skills they will need for the future, such as learning how things work. For instance, they quickly realise how to push the buttons on an electronic bubble machine, and watch with delight as the bubbles fly up into the sky.

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need to do better?

n The childminder provides a good range of activities to help children to acquire new skills. Children make independent choices about what they want to do and become engrossed in play. However, the childminder occasionally interrupts them to move them unnecessarily on to other activities. This means that children do not always have enough time to explore and learn fully from their play experiences. n The childminder places a good focus on developing children's communication and language, and personal social and emotional development. Throughout activities she provides a dialogue and encourages children to participate in two- way conversations. She listens with interest to what children have to say and allows them time to think and respond when asking them questions. n The childminder follows children's lead and responds to their interests to reinforce what they know. For example, when indoors, children comment that

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need to do better?

they can hear a noise outside. The childminder tells them that this is a helicopter. She reinforces this by pointing out another helicopter and explains to

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need to do better?

25 May 2023 children that this was what they heard earlier. This positive teaching helps children to remember more and gain further knowledge. n Children enjoy healthy snacks and benefit from regular fresh air and exercise. The childminder is a good role model and effectively teaches children how to keep themselves safe. For example, children follow robust hygiene practices and learn how to use safety knives to cut up bananas for snack. n The childminder ensures that children have access to a good range of age- appropriate books, to support their early literacy skills. However, she does not incorporate songs and rhymes as part of her daily routine, to help extend children's communication and language skills to an even higher level. n Partnerships with parents are strong. The childminder has built good relationships with parents and communicates effectively with them, such as through daily discussions. Parents comment how their children have a special

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need to do better?

bond with the childminder and feel incredibly blessed by her support. n The childminder works effectively with other professionals involved in children's care. She follows their advice to ensure that children benefit from a consistent approach to their learning and development. n The childminder has completed a number of online courses to help improve her teaching skills. During discussions she expresses a commitment to her ongoing professional development. For example, she plans to complete research and training to gain an even greater awareness of how to support children with SEND. n Children enjoy the time they spend outdoors and have lots of opportunities to develop their physical skills. They ride push-along toys and chase bubbles. The childminder encourages children to develop a 'can-do' attitude. For instance, she helps them to climb the steps of climbing apparatus and use a slide safely. Children demonstrate that they can climb steps with confidence and ease.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of how to keep children safe. She knows the procedure to follow should you have any concerns about children. The childminder is vigilant of the signs that may indicate a child is at risk of harm. She regularly completes training to keep her knowledge and skills up to date. She provides a safe, secure and stimulating environment that she frequently reviews. This helps her to quickly identify any potential hazards and remove them in order to keep children safe.

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should:

n review the transition between activities so that children benefit fully from

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should:

25 May 2023 unnecessary interruptions in their play n develop ways of incorporating more singing into the children's daily routine to help extend their language skills even further.

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Setting details

Unique reference number EY491531 Local authority Surrey Inspection number 10289004 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 1 Date of previous inspection 8 November 2017

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Information about this early years setting

The childminder registered in 2015. She lives in Woking, Surrey. The childminder provides care from Monday to Friday, between 7.30am and 5.30pm, for most of the year. She receives funding to provide free early education for children aged two years.

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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 childminder and has taken that into account in her evaluation of the setting. n The inspector carried out a learning walk to discuss the childminder's curriculum. n The inspector observed the quality of teaching during activities and jointly assessed the impact this has on children's learning and personal development with the childminder. n The inspector sampled a range of documentation, including paediatric first-aid certificate and public liability insurance. n The views of the parents were gathered through written feedback.

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Inspection activities

25 May 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

25 May 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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