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

p.1

The provision is good

Children are happy, safe and settle quickly into the warm and inviting environment that the childminder provides. They have developed secure attachments with the childminder and her assistant. In the childminder's purpose-built cabin, children choose from a wide variety of resources that are easily accessible. The childminder and her assistant are gentle in their interactions, and value the children as individuals. This creates an atmosphere of mutual respect and trust that helps children feel safe.

p.2

The provision is good

The childminder provides a carefully planned curriculum to engage and excite the children. She offers children a range of sensory experiences to promote their next steps in learning. For example, younger children enjoy the sensation of the dried rice trickling through their fingers. They are encouraged to hold spoons and mix the rice, in preparation for using cutlery to feed themselves. Older children pour the rice into containers and compare which are empty and which are full. Children remain engaged for extended periods of time.

p.2

The provision is good

Children clearly enjoy their learning. They are motivated to investigate the resources and confidently make choices about their play. For instance, children focus intently as they join plastic bricks together. They demonstrate good physical skills as they competently construct a tower. Children learn how to manage conflict and to be kind to others. The childminder encourages them to think and remember what is expected of them. They illustrate this by using 'kind hands' and helping to tidy up. This helps children to learn right from wrong and be prepared for the next stage in their learning.

p.2

need to do better?

n The childminder is confident in identifying what she wants children to learn from her planned activities. Currently, she has a particular focus on teaching children about the natural world. The childminder plans various activities, such as woodland walks, to help embed children's knowledge. This also gives children the opportunity to be physically active and socialise with others. n The childminder communicates effectively with parents. She gathers information on children's starting points when they join, to enable her to build on what children already know and can do. Parents comment positively about the childminder and her assistant. They say that the home is safe, warm, comfortable and a homely environment for their children. n The childminder places a strong emphasis on encouraging children to develop their self-care and independence, such as peeling their banana at snack time. Children develop an awareness of good hygiene practice through everyday

p.2

need to do better?

activities. For example, the childminder shows them how to wash their hands

p.2

need to do better?

23 January 2024 properly. n The childminder and her assistant generally promote children's communication skills. Older children engage in meaningful back-and-forth interactions. However, occasionally the childminder and her assistant do not alter their interactions when speaking to younger children. For example, they speak very quickly and sometimes use long and complex sentences. Younger children are not always able to hear or learn new words. This does not fully promote their developing language and communication skills. n The childminder and her assistant work well together. They discuss their practice, and the childminder shares her wealth of knowledge. However, supervision sessions are not yet embedded or fully effective at helping the assistant to raise the quality of their teaching to a higher level. n The childminder and her assistant reflect on how they can improve the provision. They access a range of professional development opportunities to improve their

p.2

need to do better?

practice. For example, recent training has improved their knowledge of how to weave mathematics into everyday routines. n Children learn about the importance of healthy lifestyles. The childminder provides children with a range of nutritious foods to help promote a healthy diet. She has a good understanding of how to support children with allergies and intolerances. The childminder works closely with parents to ensure that allergies are managed and children's health needs are met. n The childminder and her assistant promote children's love of reading exceptionally well. They read stories in a way that engages children and keeps them interested. For example, they use intonation in their voice and change volume to make stories exciting for children. This immediately captures their attention and motivates them to join in with repeated refrains. Afterwards the children excitedly search for story props in the cabin as they act out scenes from

p.3

need to do better?

'The Gruffalo'. This helps to build a lifelong love for reading.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n develop ways to enhance younger children's communication and language to extend and increase their vocabulary and acquisition of new words n focus the supervision of the assistant more precisely in order to help develop knowledge and skills even further.

p.3

Setting details

Unique reference number EY468380 Local authority Surrey Inspection number 10308430 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 12 Number of children on roll 10 Date of previous inspection 22 March 2018

p.4

Information about this early years setting

The childminder registered in 2013. She lives in Cranleigh, Surrey. The childminder holds a relevant early years qualification at level 3. She works with an assistant who holds a relevant early years qualification at level 2. The childminder operates all year round, from 7.30am until 6pm on Monday to Friday.

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 childminder and has taken that into account in her evaluation of the setting. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Consideration was given to parents' written comments. n Relevant documents were reviewed by the inspector, including evidence of the childminder's training and the suitability of her assistant. n The inspector held discussions with the childminder and her assistant to assess their knowledge of safeguarding and welfare requirements of the early years foundation stage. n The inspector and the childminder evaluated a planned activity and discussed the impact on children's learning.

p.4

Inspection activities

23 January 2024 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

23 January 2024 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