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

The childminder and her assistant provide a warm and welcoming environment. They offer a wide range of stimulating resources that motivate children to learn. Children demonstrate that they feel safe and secure in the childminder's care. They make independent decisions alongside their friends and happily engage in the activities provided. For example, children show good imagination and take on different characters as they engage in pretend play. They make marks in a variety of different ways, which helps to build on their early writing skills.

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The provision is good

The childminder and her assistant help children gain good levels of independence. For instance, children learn to manage their personal care routines at a young age. They listen to instructions, tidy away their toys and wash their hands before eating. Children show high levels of determination and proudly show the inspector how they can do up their zips and buttons. The childminder consistently praises children for their achievements, which boosts their confidence and self-esteem.

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The provision is good

The childminder and her assistant are good role models. They give clear explanations to children, which helps them to understand the expectations for their behaviour. Children behave well and show kindness and consideration to their peers. For example, when their friend has a small accident, they show empathy and concern for their well-being.

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need to do better?

n The childminder knows children well and accurately assesses their learning. However, she does not use information she gains through her assessments of children's speaking skills to target and consistently support their developing vocabulary and language to the highest level. n The childminder promotes good manners and kindness in her home. Children play well together. They actively share and take turns and demonstrate good social skills for their young age. n The childminder is committed to improving the quality of her provision. She seeks the views of children and parents and works closely with her assistant to reflect on her setting. This helps her to make changes that benefit children. For example, she has recently made improvements to the outdoor provision, which has had a positive impact on children's physical skills. n The childminder regularly updates her professional development, including through research and training. She monitors her assistant's practice and

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need to do better?

provides feedback to help him build on his skills and knowledge. n Children's mathematical skills are developing well. For example, they confidently categorise farm animals and order them into size. They count and name shapes as they thread objects onto string.

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need to do better?

4 July 2023 n The childminder has good partnerships with parents. When children first start, she seeks information on their care routines and interests and what they already know and can do. She regularly talks to parents about children's ongoing progress and seeks further information about children's learning at home. This supports continuity in children's care and learning. n The childminder places a strong focus on children's health and well-being. She provides them with healthy snacks and nutritious, home-cooked meals, throughout the day. The childminder talks to children about the benefits of eating healthy food. She provides activities that build on their understanding of the importance of oral hygiene. n Children delight in daily fresh air and physical exercise, such as at local parks and in the childminder's garden. They learn how to take managed risks and show good coordination skills as they make their way up climbing walls and

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need to do better?

across equipment. n Children have opportunities to learn about cultural festivals throughout the year. However, the childminder does not embed children's home languages and traditions into the setting. This would help to further develop children's understanding of what makes them unique. n The childminder builds on children's understanding of nature and the natural world effectively. For example, children actively discuss where animals live and excitedly tell the inspector that chickens lay eggs. They delight in planting cress seeds and understand these need water and sunlight to grow.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant attend regular safeguarding training and are confident and secure in their safeguarding knowledge. They can recognise a wide range of signs and symptoms of abuse, including risks associated with radicalisation. The childminder understands her responsibility to report any safeguarding concerns about the children she looks after and where to report these. She has rigorous risk assessments in place to ensure that children are safe from harm while in her care.

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should:

n strengthen planning to target and consistently support children's developing speech, vocabulary and language development to the highest level n consider more closely how to embed all children's home languages and traditions into the setting to help them explore similarities and differences between themselves and others.

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Setting details

Unique reference number EY473066 Local authority Surrey Inspection number 10295515 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 9 Number of children on roll 14 Date of previous inspection 21 December 2017

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Information about this early years setting

The childminder registered in 2014. She lives in Mytchett, near Camberley, Surrey. The childminder works with an assistant. She operates Monday to Friday, from 7.30am to 6pm, throughout the year. The childminder holds a relevant home-based childcare qualification. She offers funded early education for two-, three- and four- year-old children.

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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 their evaluation of the childminder. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage 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 inspector held discussions with the childminder's assistant and children at appropriate times during the inspection. n A joint observation was completed and discussed with the childminder. 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

4 July 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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