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 warm and friendly childminder creates a welcoming home-from-home environment, along with her co-childminder. She builds affectionate relationships with children, which helps them develop a true sense of belonging. All children freely explore the childminder's well-organised learning environment. They make independent choices of what they want to do. For example, children invite their friends to join their imaginative role play, some engage in completing shape puzzles and others choose to look at pictures in their favourite books. Children are keen to share their ideas and achievements with the childminder. They beam proudly when she gives them meaningful praise. This helps to support children's self-esteem and confidence.

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The provision is good

Children develop a real love for books. They pick books to share with the childminder and her co-childminder, and listen attentively as they read with expression and enthusiasm. Even the youngest children have their favourite stories. They look at pictures independently and remember the story events, with good recall. For example, children point at fruit in the story 'Handa's Surprise' and remember a monkey takes the banana.

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The provision is good

The childminder has high expectations for children's behaviour. She encourages them to be polite and kind to each other. Children actively participate in the well- established routines, such as tidying away their toys and cutting fruit at snack time. This aids children's independence, as well as supporting their sense of responsibility.

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need to do better?

n The experienced childminder designs a well-considered curriculum to prepare children for their next stage in learning. Since the COVID-19 pandemic, she places an even higher priority on developing children's personal, social and emotional development. The childminder is quick to identify emerging gaps in children's learning. She works closely with parents of these children and other professionals to implement a targeted programme of support to close these gaps. All children make good progress from their initial starting points. n Children learn about the benefits of adopting a healthy lifestyle. For instance, at mealtimes, the childminder initiates discussions about what children eat for breakfast. They readily share their preferences, such as buttery toast, porridge and cereal. Children learn that these foods provide them with energy to start their day. They wash hands thoroughly before meals and after using the toilet.

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need to do better?

They know that soap and water 'gets rid of germs'. Children are physically active in the childminder's garden. They show great coordination when they ride a variety of wheeled toys. Children love to climb, run and jump, which helps to

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need to do better?

6 February 2024 increase their stamina and agility. This means children learn good habits, which helps to enhance their well-being. n Children demonstrate a positive attitude to learning. The childminder encourages them to persevere when they face moments of difficulty. She provides clear instructions which help children learn quickly. For instance, the childminder guides younger children using a step-by-step approach, so that they put on their coats and wellington boots before going into the garden. Children are committed to mastering these skills and continue to practise them. This contributes to children developing good resilience skills. n The childminder works alongside her co-childminder to evaluate their provision for children in their care. They regularly discuss what they do well and areas for development. The childminder is reflective and shows a positive approach to professional development. She researches online to ensure her knowledge of

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need to do better?

early years is up to date. The childminder plans to attend training to further enhance her knowledge of child protection matters. n The childminder supports some aspects of mathematics well, through children's play and exploration. However, she does not fully consider ways to broaden children's mathematical knowledge and skills, based on what they already know and can do. At times, she focuses on things children already know rather than building on their learning. For example, she encourages children to count cups and name colours during a stacking activity, when the children already count accurately with confidence and recognise colours correctly. n Parents' feedback is very positive. They appreciate the childminder sharing detailed information with them about their child's day. Parents value her extensive knowledge to support children's self-care skills, such as toilet training. Despite this, the childminder has not yet embedded ways to fully encourage

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need to do better?

parents to continue to support their child's learning further at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n develop a more secure understanding of how to develop children's mathematical language and deepen their understanding of early mathematical concepts n enhance the good partnership with parents even further, so that all parents are clear about how to support their child's learning at home.

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Setting details

Unique reference number 510995 Local authority Surrey Inspection number 10260085 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 8 Date of previous inspection 26 April 2018

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Information about this early years setting

The childminder registered in 2000. She lives in West Molesey, Surrey. The childminder offers care from Monday to Wednesday, from 7.30am to 4.30pm, term time only. The childminder receives funding for the provision of free early education for children aged two years. She is eligible for funding for the provision of free early education for children aged three and four years. The childminder works alongside a co-childminder. She holds a relevant childcare qualification at level 3.

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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 viewed the provision and discussed the safety and suitability of the premises. n Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of a group activity and evaluated the impact on children's learning with the childminder. n Parents provided their written views to the inspector. n The childminder provided the inspector with a sample of relevant 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

6 February 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.

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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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