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 has a natural rapport with the children. She knows their individual personalities, likes and dislikes. The childminder offers children toys and activities that they independently select. For example, she provides a wooden train set as older children enjoy wheeled toys. This contributes to children developing skills in problem solving, when building the track, and sharing. The childminder asks all children to help when it is time to tidy away toys, which contributes to their sense of belonging. The childminder welcomes visitors into her home. Children who have been with the childminder from a young age, show they feel safe and secure when they confidently greet visitors and show them the childminder's setting.

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The provision is good

Children build close and sensitive relationships with the childminder. They quickly get involved with the exciting toys that have been set up for them. Babies who are settling in have cuddles with the childminder. She offers reassurance and provides them with stimulating activities which they confidently explore.

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The provision is good

Children behave very well with the childminder. They independently follow well- embedded routines, such as washing their hands and taking off their shoes. They are polite and helpful, asking for what they need and saying 'please' and 'thank you' without being reminded. This demonstrates the childminder's high expectations for behaviour and that she has ensured that children have a common understanding of these expectations.

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need to do better?

n Children show a love of books and reading. The childminder regularly reads aloud with them and encourages them to choose their favourite books to read again. Children delight in re-reading 'We're Going on a Bear Hunt', animatedly joining in with the actions and repeating phrases from the story. They enjoy singing rhymes and songs, which helps them to develop their spoken language and vocabulary. n Young children have plenty of opportunities to develop their hand-to-eye coordination, small-muscle control and independent skills. They use child friendly scissors to cut up play dough when making 'birthday cakes'. They add a variety of candles and sing 'happy birthday'. To extend the development of skills, the childminder encourages children to thread cereal hoops onto spaghetti. This is met with squeals of delight as children eat the hoops as fast as they thread them. n Children's mathematical development is supported well. The childminder

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need to do better?

scaffolds learning to help ensure that children are challenged and think for themselves. She incorporates mathematics into all activities by encouraging language, such as half, big, small, and medium.

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need to do better?

20 February 2024 n Babies enjoy listening to sounds as they press buttons and explore resources that have different textures. They demonstrate curiosity as they explore and react with joy to what they touch. n Overall, the childminder teaches children well about the world around them. They regularly go on trips and outings to local parks and the library. However, she is less confident in teaching children about similarities and differences between themselves and others. This means that some children do not gain a broad understanding of the diversity of life in modern Britain. n The childminder provides children with healthy snacks and nutritious, home- cooked meals. Children begin to make healthy choices when selecting what foods to eat. For example, they talk about what foods they would take on a picnic that are healthy and whether chocolate is good to eat. Children confidently cut their own snack using child friendly knives.

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need to do better?

n The childminder maintains a good standard of care and education for all children. She explains how she regularly networks with other childminders and uses online resources to keep up to date with changes to legislation and early years practice. However, the childminder does not identify precise areas for her own professional development to enhance her knowledge and promote even better outcomes for children. n Partnerships between the childminder and parents are very strong. She discusses children's progress with them regularly to share information and support children's ongoing learning. Parents report that their children enjoy the variety of experiences that are provided by the childminder. Parents are highly appreciative of the warm and nurturing care that their children receive at the childminder's 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.

p.3

should:

n provide opportunities for children to learn about people and communities different to their own, to further develop their awareness of diversity n make more use of ongoing professional development opportunities to extend knowledge and skills to the highest level.

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Setting details

Unique reference number EY499338 Local authority Surrey Inspection number 10317343 Type of provision Childminder

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Registers

Early Years Register, Compulsory 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 29 May 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Leatherhead, Surrey. The childminder operates all year round from 8.30am to 5pm, Monday to Thursday, except for bank holidays and family holidays. She holds an appropriate qualification at level 3. The childminder provides 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 the organisation of the early years provision, including the aims and rationale for the curriculum. n The children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children and assessed the impact that this was having on children's learning. n The childminder and the inspector carried out a joint observation during a planned activity. n The inspector took account of written feedback from parents. 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

20 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

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

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