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

Children enjoy their time in this setting. They build strong bonds with the caring childminder and her assistant, who they approach for help and support when needed. The childminder uses what she knows about the children and provides a broad range of stimulating opportunities for children to play and explore. As a result, children are happy and feel secure in her care. The childminder and her assistant praise children's efforts and good behaviour as they help to tidy up, share and take turns. Children know the routines well and are gently reminded to follow the house boundaries. This helps children to learn about keeping themselves safe.

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The provision is good

Children play together enthusiastically. They benefit from hearing lots of vocabulary as they play. When children play with building blocks, the childminder introduces children to counting and encourages them to recall the colours and to compare sizes. Older children learn to problem-solve. For instance, they consider how to build a tower without it toppling over. The childminder uses good questioning to help children make progress. The childminder ensures that children have opportunities to socialise with others. She regularly takes children on outings into the community, on walks and to play areas. This helps children to learn about the world around them and develop their social skills, strength and physical skills, such as climbing.

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need to do better?

n The childminder knows the children well and offers guidance and encouragement when needed. She is nurturing and caring towards the children and supports them to understand how their behaviour can affect others. The childminder places the children's emotional well-being at the heart of her practice. n Overall, the curriculum is designed to build on what children know and can do. The childminder plans learning experiences which capture children's interests and also introduces them to new ideas. However, on occasion, the activities and the curriculum intent do not fully reflect all children's needs, particularly the youngest children. This means that younger children are not always deeply engaged in purposeful learning. n Children's language development is promoted well. Children hear a wide and varied range of words, which prompts verbal children to confidently talk to the childminder and her assistant. Older children recognise and sound out familiar

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need to do better?

letters from their name. The childminder gives children a choice when deciding on books to read. These books ignite children's curiosity and promote discussion. n The childminder helps children to learn about the wider world. For example, children explore a range of festivals and cultures. Children particularly enjoy different creative activities. They recently learned about the Chinese New Year.

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need to do better?

11 March 2024 This helps to broaden children's knowledge about people from different communities and communities. n The childminder has a secure knowledge of how to support children's feelings and promote positive behaviour. Even the youngest children show an awareness of right and wrong. Children treat each other with kindness and follow simple instructions well. n The childminder works with parents to ensure that they provide healthy meals and drinks for their children. The childminder recognises the importance of promoting good oral hygiene through discussion and activities. Children benefit from regular fresh air and exercise. However, the childminder does not consistently promote children's good health with regards to handwashing routines and ensuring that nappy changing equipment is appropriate for use. n Partnerships with parents are well established. For instance, parents are included in all aspects of their children's day and are encouraged to share children's

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need to do better?

learning at home. Parents leave positive feedback about the childminder. They say that the childminder has been very supportive to parents in times of need and has a wealth of experience. Furthermore, parents comment that the childminder has always gone 'above and beyond' for everyone and describe her service as 'invaluable'. n The childminder works well with her assistant. Staff have opportunities to develop their knowledge and skills through discussions and mandatory training. Together, they reflect on their practice well to identify what is working well and what can be improved.

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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 strengthen knowledge of the curriculum intent to ensure that it is reflective of all children's needs, particularly younger children n review hygiene practices to ensure that they meet health and safety requirements, with particular regard to handwashing and nappy changing routines.

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Setting details

Unique reference number EY495391 Local authority Surrey Inspection number 10334138 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 7 Date of previous inspection 14 June 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Aldershot, Hampshire. She operates for most of the year, Monday to Friday. The childminder provides funded early education for three-year-old children. She works with an assistant.

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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 setting. n The childminder showed the inspector all areas of the premises and spoke about her curriculum and how she organises her early years setting. n A joint observation was carried out by the inspector and the childminder. The inspector discussed learning activities and assessed the quality and impact of teaching on the children's learning. n The inspector spoke with the childminder, her assistant and the children at appropriate times during the inspection. n The inspector took account of parents' views. n The inspector had a discussion with the childminder about her evaluation of the setting and her plans for improvement.

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Inspection activities

11 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

11 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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