Griffiths, Susan Jane

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

p.1

The provision is good

Children build secure and trusting bonds with the childminder and enjoy the time they spend with her. They are clearly very settled as they move around the home and garden with confidence. Children are self-assured and are building on their independence skills with support. The childminder exposes children to a wide variety of experiences that are based on their interests. For example, children who are interested in aeroplanes are taken to the local airport to see the different types of aircraft. Children have many other opportunities to explore the local area, and this helps them to develop a knowledge of their diverse community and confidence in their surroundings.

p.2

The provision is good

Children enjoy the warm praise given by the childminder. The childminder is a positive role model and manages minor disputes well, which helps children to understand the behaviours they should display. Children are learning how to keep themselves safe. For example, as they climb up the climbing frame, the childminder encourages younger children to use the wooden ladder with wider steps, rather than the ladder with metal rungs. Children's communication and language skills are supported well, and young children are becoming confident speakers. The childminder spends time getting to know children and their families. Parents are very happy with the care their children receive.

p.2

need to do better?

n Children benefit from the childminder's positive attitude towards her own professional development. She ensures that her mandatory training, such as first aid, is up to date, but also seeks out other courses to enhance her practice. For example, the childminder recently completed a course on transitions in the early years, which helped her to support older children who were leaving to go to school. n Young children are very physically confident for their age. They choose to spend a lot of time in the garden, where they climb up the climbing frame and slide down the slide. Toddlers pull themselves upwards and backwards onto swing seats with ease, and the childminder teaches them how to swing, saying 'forwards' and 'backwards'. n The childminder monitors and tracks the progress children make. She uses this information to help her identify any gaps in their development. The childminder shares this information regularly with parents, which helps them to support their

p.2

need to do better?

children's learning at home. n Overall, the learning environment is well set out by the childminder to support children's all-round development. However, some available resources are not prepared for children's play, which prevents children from fully enjoying these and developing their learning further. For example, on the day of the inspection,

p.2

need to do better?

27 September 2023 some equipment in the garden was too wet for children to play on. Although the children showed interest, the childminder acknowledged that she had not fully considered this. In addition, when children showed interest in the mud kitchen, the childminder did not pick up on this. Although she has additional resources for the kitchen, she did not support children to get these out. This limited what the children were able to do with it and their interest was reduced. n The childminder supports young children's emerging communication and language skills well. Children hear a wide range of vocabulary as the childminder provides a commentary about what they are doing. The childminder repeats words that children say, so they hear the correct pronunciation of words. n The childminder promotes children's health and hygiene to a generally good level. However, she has not fully considered how to support children to learn

p.2

need to do better?

good hygiene practices. For instance, she uses water-based baby wipes to clean the children's hands before meals, when the children have spent the morning outside. This practice does not support children effectively to develop their awareness of how to kill germs, build on their personal independent skills and develop hygienic practices. n Young children are developing good relationships with their peers. They enjoy each other's company and are learning how to negotiate and take turns. For example, one child sits on a ride-on fire engine, while another child moves the ladder and enjoys the clicking sound it makes. The children then swap over so that they both have equal turns.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands the importance of safeguarding children and explains the actions she would take if she were concerned that a child is at risk of harm. She has a good understanding of how she can keep children safe. For example, she positions safety gates to ensure that children do not access areas, such as the front door and stairs, without supervision. The childminder encourages appropriate 'risky play' to help children recognise their strengths and abilities and to learn how to assess risks for themselves. For example, she talks to children about how to climb safely down a ladder.

p.3

should:

n ensure that areas of the learning environment are well prepared and sufficiently resourced to fully support children's play n improve hygiene routines and help children to understand the importance of hygienic practices and washing hands, particularly before eating.

p.3

Setting details

Unique reference number 120726 Local authority Surrey Inspection number 10304530 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 9 March 2020

p.4

Information about this early years setting

The childminder registered in 2000 and lives in Brookwood, Surrey. She operates all year round, from 8am to 6pm, Monday to Friday, except for family holidays.

p.4

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 childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The childminder provided the inspector with a sample of key documentation on request. n The children engaged with the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector.

p.4

Inspection activities

27 September 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.

p.4

Inspection activities

27 September 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6