Wells, Michelle Josephine

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 thrive in this family environment. They arrive eager to learn and confidently access the resources that are available to them. The childminder knows the children well. She recognises when children are tired or hungry and responds appropriately to meet their needs. For instance, she offers cuddles and comfort to help support their emotional well-being. Children settle quickly into the childminder's routines. They demonstrate that they feel safe and have a sense of belonging.

p.2

The provision is good

The childminder places a strong emphasis on supporting children's emotional well- being and speech and language development. She provides a range of carefully planned activities that help children to build their knowledge and skills over time. Children confidently choose what they want to do and play well alongside their peers. They show determination and resilience when faced with challenge. For example, after being shown how to wind up a small toy, children sit for lengthy periods to do this for themselves, using a pincer grip to succeed.

p.2

The provision is good

The childminder has high expectations of all children. She uses clear and concise instructions. This helps children understand what is expected of them. Children develop their independence in preparation for school. For instance, the childminder encourages them to cut fruits at snack time, wipe their noses and wash their hands. Children demonstrate confidence when carrying out these tasks.

p.2

need to do better?

n The childminder plans a varied curriculum around children's interests and what they need to learn next. However, on occasion, during group activities, she does not successfully adapt the activities to precisely target what the oldest children need to learn next. As a result, the learning opportunities for children are not consistent. n The childminder supports children's mathematical skills well. She provides regular opportunities for children to practise their counting skills. For example, during snack time, she asks children to count the number of banana pieces left on their plate. The childminder models how to count objects one at a time. Children copy and begin to learn how to count objects and say numbers in the correct order. n Partnerships with parents are good. Parents are delighted with the care the childminder provides. They appreciate the guidance she provides on subjects such as potty training. However, the childminder has not yet developed

p.2

need to do better?

partnerships with other settings children attend. This does not fully promote consistency children's in care and learning. n Children are developing good literacy and language skills. They have access to a

p.2

need to do better?

26 February 2024 wide range of books, which children enjoy making their own selections from. For example, children extend their vocabulary as the childminder reads 'We're Going on a Bear Hunt'. Children copy the words they hear in the book, such as 'squelch' and 'stumble'. This helps them to be confident communicators. n Children learn to adopt healthy lifestyles. They confidently follow hygiene routines, such as washing their hands before eating. Children have daily access to the outdoors and benefit from plenty of fresh air and exercise. n The childminder plans activities that she knows children will enjoy. For example, children squeal with delight as they help to take play dough out of the tubs, recognising and naming the colours. Children demonstrate good hand-eye coordination and develop strength in their hands as they press down on cutters. This helps to develop the muscles in their hands and supports their future

p.2

need to do better?

writing skills. n The childminder is a positive role model. She teaches children to take turns from an early age. Children behave well and are kind to their peers. They play well together, sharing the resources. n The childminder is reflective about her setting. She is aware of her strengths and areas for improvement. The childminder has a positive attitude to her continuous professional development. For instance, recent training has improved her understanding of how to promote children's mental health. As a result, the childminder has a greater understanding of how to promote children's mental well-being. n The childminder takes children on regular trips out in the local community. For instance, children visit local parks, libraries and playgroups. They learn about similarities and differences with people in the community. This helps children to build on their social skills and confidence in a larger group setting.

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 adapt activities to precisely target children's next steps in learning, particularly the oldest children n develop partnerships with other settings that children attend, to promote continuity in their learning and development.

p.3

Setting details

Unique reference number EY385832 Local authority Surrey Inspection number 10317336 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 24 May 2018

p.4

Information about this early years setting

The childminder registered in 2008 and lives in Farnham, Surrey. She operates all year round from 7.30am to 6pm, Monday to Friday. The childminder provides funded early education for three- and four-year-old children. She holds a childcare qualification at level 3.

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 their evaluation of the setting. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum is implemented and the impact that this has had on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

26 February 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

26 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.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