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 provides an ambitious, well-planned curriculum that motivates all children to learn and make good progress. For example, the childminder successfully develops children's understanding of the world. Together they observe and talk about caterpillars changing into butterflies, which they release into their natural environment. Children say they like feeding tadpoles and frogs in an enclosed pond in the childminder's garden. They learn how to care for animals as they feed llamas and hold baby goats during outings to a farm. Children enjoy being active as they pick pumpkins and follow scarecrow trails.

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The provision is good

The childminder sensitively and patiently supports and meets children's individual emotional needs. Consequently, children are very happy and secure in her care. The childminder supports children to behave well. Children learn to share, for example as they willingly give others the last sticker during creative activities and tell them it is 'sharing and caring'.

p.2

The provision is good

The childminder consistently develops children's interest in books. For instance, when children choose to look at their favourite book about going on a lion hunt, she reads the story and asks questions that develop their vocabulary. Children are very excited as they remember and join in with the words they know and act out parts of the story.

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need to do better?

n The childminder thoroughly enjoys childminding. She uses her comprehensive knowledge of her curriculum and what she wants children to learn next to help them enjoy learning and make the best possible progress. Children develop the skills they need for starting school. For example, they learn to concentrate well and persist during all activities. n The childminder focuses strongly on supporting children's language development. She consistently responds to what children say and engages them in conversation, sensitively modelling how to pronounce words correctly. Children confidently talk and share their thoughts. For instance, they explain that the childminder looks after them very well. n Since the last inspection, the childminder has improved how she supports children to think and solve problems for themselves. She uses knowledge gained from a communication and language course to adapt her practice. The

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need to do better?

childminder now explains to children how to complete activities and then gives them time to think, overcome challenges and achieve things for themselves. This motivates children to keep on trying, for instance when they use creative resources to make Christmas trees. n The childminder has an inclusive approach. She makes sure that the children, all

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need to do better?

28 November 2023 of whom attend part time, have the same opportunities to take part in activities and access her curriculum. She also includes children in planning. For instance, together they look at a catalogue and choose resources, which the childminder orders. n Children behave well. The childminder introduces activities that help children to understand and express their emotions. For example, she reads a book about a colour monster, explains the different expressions in the pictures and gradually develops children's confidence to describe how they feel. n Children develop a caring, affectionate approach towards others. For instance, older children sometimes spontaneously ask younger children if they need any help during activities. Children smile as they enjoy hugging their friends and the childminder. n The childminder works well in partnership with parents to meet children's individual needs. She seeks information from parents when children first start,

p.2

need to do better?

and on a regular basis to plan for their next steps in learning. However, the childminder does not communicate with staff at other early years settings that the children attend to provide further continuity in children's development. n Children develop good independence. They confidently choose and use the resources. For instance, they attend to their personal care needs and carry their bowls of food to eat at snack time. n Children develop good physical skills. They learn to climb on tractors during outings to a farm and ride wheeled toys safely down a slope in the childminder's garden. Children energetically crawl in and out of a dark tent to use battery- operated torches.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge and understanding of her safeguarding role and responsibilities. She uses information from training she attends to update her child protection policies and procedures about changes in local authority referral numbers. The childminder knows what to do if she is concerned about a child's welfare and safety, including making referrals and working in partnership with other agencies. The childminder gives top priority to keeping children safe. She completes a risk assessment of all activities and outings and makes sure children are supervised well at all times, including when they have access to her garden pond.

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should:

n develop partnership with other early years settings that children attend to further support continuity in their learning and development.

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Setting details

Unique reference number 120826 Local authority Surrey Inspection number 10305244 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 5 Date of previous inspection 15 February 2018

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Information about this early years setting

The childminder registered in 1995. She lives in Frimley, Surrey. The childminder provides care Monday to Thursday, from 7.30am to 5.30pm. She receives funding to provide free early education for children aged three 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 their evaluation of the childminder. n The inspector observed how the childminder supports children during indoor activities and assessed the impact this has on their learning. n The inspector spoke with parents, the childminder and children during the inspection. n The childminder and the inspector completed a learning walk and a joint observation together. n The childminder and the inspector discussed improvements that have been made to children's care and learning since the last inspection.

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Inspection activities

28 November 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

28 November 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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