Bishop, Joanna Rosa

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Inadequate

p.1

The provision is good

The childminder provides a home-from-home environment, which helps children to settle quickly. Children demonstrate curiosity as they investigate their surroundings with support from the childminder. For instance, when they notice the childminder's watch, they ask her what the time is. She encourages children to reads the numbers on her watch, and praises them when they identify the numbers correctly. The childminder extends this by explaining how long they have until it is snack time, which enables children to develop an understanding of time.

p.2

The provision is good

Children receive effective support with their communication and language skills. For example, the childminder chats to them as they engage in imaginative play with the toys. This helps children to hear a variety of words, which they repeat during their activity. At the end of the day, they enjoy telling their parents about what they have done with the childminder, which helps children to apply their understanding of the spoken language.

p.2

The provision is good

The childminder has high expectations for children's behaviour, which she effectively promotes in her daily practice. She role models good manners to children, such as saying 'please' and 'thank you' when they volunteer to help with the daily tasks. Consequently, children are very polite, and they demonstrate good manners during their interactions with the childminder.

p.2

need to do better?

n The childminder understands the skills that children need before they start school, which helps her to plan for their learning. This includes providing children with consistent support to manage their own self-care routines, such as putting on their own shoes before they go outside to play. Children enjoy achieving these tasks independently, which helps to prepare them for when they start school. n Parents are happy with the professional and personal service that the childminder provides for them. She has established strong relationships with parents, which promotes the sharing of appropriate information about children. However, she has not extended this to establish a two-way flow of information between herself and the other settings that children attend. This does not enable her to work in partnership with other settings to ensure that children's learning is fully coordinated. n The childminder follows children's interests to promote their ongoing learning.

p.2

need to do better?

For example, she supports children to engage in outdoor learning by encouraging them to play on their favourite ride on toys. Children respond eagerly and this gives them opportunities to develop their physical skills as they ride the bikes around the garden.

p.2

need to do better?

19 February 2024 n Children show an interest in helping the childminder with tasks, such as cutting up fruit for snack time and using a screwdriver to fix the toys. The childminder effectively supervises them during these times to ensure that they use the equipment safely. However, she does not explain the risks to children, which does not fully enable them to develop an understanding of how to keep themselves safe. n The childminder provides a range of activities to promote children's understanding of their world around them, such as taking them to the shops. Children enjoy re-enacting these experiences in their play and they pretend they are buying food to make an apple crumble. The childminder encourages them to recall their own knowledge by asking them what ingredients they need to buy. Children chat about how they are going to make their apple crumble, which supports them to make links from their past experiences.

p.2

need to do better?

n The childminder consistently promotes children's health as part of the daily routines. She regularly reminds children to wash their hands throughout the day, particularly before mealtimes, and she encourages them to drink their water. Children respond positively and this helps them to learn how to look after their own bodies. n The childminder provides opportunities for children to develop their problem- solving skills. For example, when children choose to play with a toy washing machine, the childminder gives them time to experiment with trying to fit different size objects inside. Children exclaim that some of the items are 'too big', which demonstrates their understanding of mathematical concepts.

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 partnerships with other settings that children attend to promote consistent support in their learning and development n support children to understand how to manage risks for themselves during activities.

p.3

Setting details

Unique reference number EY400628 Local authority Surrey Inspection number 10314299 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 10 Date of previous inspection 2 October 2023

p.4

Information about this early years setting

The childminder registered in 2009 and she lives in Weybridge, Surrey. She operates Monday to Thursday, between 8am to 6pm, all year round.

p.4

Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder completed a learning walk with the inspector and discussed the early years curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and the inspector carried out a joint evaluation of the childminder's practice. n Parents shared their views of the setting with the inspector.

p.4

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.

p.4

Inspection activities

19 February 2024 19 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.

p.4

Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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