Childminder in Surrey

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children are happy, settled and form secure bonds with the childminder. They engage confidently with him, inviting him to share in their achievements. For example, during the inspection, they excitedly showed him when they managed to peel their bananas by themselves. The childminder responds warmly and acknowledges their successes, which helps to build on children's sense of pride in learning new skills.

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The provision requires improvement

Overall, the childminder provides a broad and varied curriculum that covers all areas of learning. For instance, he promotes children's understanding of recognising risks by supporting them to cross the road safely when they go for a walk. The childminder organises a range of opportunities for children to take part in group activities. However, these do not always capture the interest of all children. At these times, some children move away. The childminder does not consider how to adapt the activity or persist in encouraging them to join in. This means that children do not benefit from the intended learning and do not receive consistent messages about how they are expected to behave.

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need to do better?

n Since the last inspection, the childminder has improved his safeguarding knowledge and his understanding of how to manage fire risks. He has implemented training for his assistants to help them understand their roles and responsibilities. He works closely with his co-childminder and they communicate well with each other to organise the daily routines and teaching activities. n The childminder uses assessment well to establish what children know and can do, and what they need to learn next. He uses this information to effectively plan for children's ongoing learning. However, children do not consistently benefit from meaningful learning opportunities. For instance, during a walk around the pond, the childminder encouraged children to touch the bark on the tree to see what it felt like. They also talked about the types of ducks swimming on the water. However, he does not always recognise when to build on children's

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need to do better?

interests to extend their learning further. This does not fully support them to build on their existing knowledge. n The childminder plans activities to promote children's physical skills. For example, he shows them how to manipulate the play dough in different ways. He talks to the children about 'rolling' the play dough, and children copy his actions. This helps children to strengthen the muscles in their hands to support their later writing skills. n Where teaching is successful, the childminder is able to support children to develop their communication and language skills. For instance, he encourages younger children to point out what they can see in the pictures while they read

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need to do better?

13 March 2024 books together. The childminder clearly says the names of the objects and children repeat these words back. This helps children to develop their range of words. n The childminder effectively supports children to develop their independence skills. He has considered ways for children to meet their own self-care needs. This enables them to learn to look after their own bodies, and helps to prepare them for school. For example, when the childminder asks children to wash their hands, children respond positively and follow his instructions. Older children complete this task on their own, while younger children receive appropriate support from him. Additionally, the childminder teaches children how to put on their own shoes and coats, which enables them to do things for themselves. n Children enjoy the range of healthy, freshly prepared food that the childminder provides for them. They sit at child-sized tables and chairs, and feed themselves

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need to do better?

independently. Children enjoy the social aspects of mealtimes. For example, they chat happily with the childminder and their friends while they wait patiently for their soup to cool down. n The childminder shares appropriate information with health care professionals that are involved in children's development. This provides children with special educational needs and/or disabilities to receive consistent support with their progress.

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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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Due date

improve teaching practice to ensure that children of all ages consistently benefit from meaningful learning experiences to support their interest and engagement in activities. 03/04/2024

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should:

n improve the arrangements for supporting children to manage their behaviour, so that they receive consistent messages about how they are expected to behave.

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Setting details

Unique reference number EY498137 Local authority Surrey Inspection number 10321038 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 9 November 2023

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Information about this early years setting

The childminder registered in 2016 and lives in Redhill, Surrey. He operates his service from 8am to 6pm, each weekday, all year round. The childminder works in partnership with his wife, who is also a registered childminder, and his assistants. The childminder is qualified to level 7. The childminder is in receipt of early education funding for children aged three and four years.

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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 and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this has on children's learning. n The inspector observed the interactions between the childminder and children.

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Inspection activities

13 March 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.

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Inspection activities

13 March 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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