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 arrive happy, settle well and are secure with the childminder. They are familiar with the routines and know to take off and put away their coats and shoes. This helps children to manage their own self-care routines. Additionally, children are confident with the childminder. For example, when she asks children to talk about the flowers near the pond, they enjoy sharing their knowledge with her. This supports children to develop their communication and language skills.

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The provision requires improvement

The childminder promotes children's understanding of what positive behaviour looks like. For instance, she encourages them to help tidy up after themselves when they drop pasta shapes on the floor. She praises children when they respond appropriately. She also talks to children when they are unkind to their peers. This supports children to recognise the impact that their behaviour has on others and helps them to learn about feelings.

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The provision requires improvement

Overall, the childminder understands what she wants children to learn during their time with her. However, her curriculum is overly ambitious, and as a result, her expectations for children's learning is sometimes not age- and stage-appropriate. At times, children are trying to master skills that are beyond their capabilities.

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need to do better?

n Since the last inspection, the childminder has made improvements to her safeguarding knowledge and her ability to assess for fire hazards. She has reviewed her induction procedures for new assistants. This enables her to provide them with a secure understanding of their roles and responsibilities. The childminder has a good working relationship with her co-childminder and they support each other to promote children's development. n The childminder plans well for children's learning. However, she does not consistently implement effective teaching strategies to fully promote children's knowledge and skills. Some activities are too complex for those taking part, and the childminder does not always consider how to manage group times to fully include all children. For example, as children engage in an activity to make music, the childminder is unable to provide the individual support they need to operate the instruments. As a result, children either wait for attention, or are

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need to do better?

unable to achieve the intended learning. n The childminder responds positively to children's thoughts and ideas. For instance, during snack time, when children ask to cut up their fruit, the childminder gives them blunt knives to use. She reminds children to use the knives safely. Children listen and follow the instructions that she gives to them, which supports them to develop an understanding of risks. n The childminder considers ways to organise her learning environment to enable

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need to do better?

13 March 2024 children to do things for themselves. For example, children are familiar with the mealtime routines and know to tidy away their plates and cutlery on the trolley provided for them. This helps children to understand what is expected of them and develop their independence skills. n The childminder builds on the daily routines to promote children's understanding of their world around them. For example, when children show an interest in the ingredients that will be used for their lunch, the childminder chats to them about where their food has come from. She also gives them the responsibility of feeding the worm that they are looking after. Children enjoy these interactions and this helps them to learn about nature. n The childminder provides opportunities for children to develop their physical skills, such as giving them pasta shapes to thread onto string. Children focus their attention as they complete their activity, which supports them to build on

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need to do better?

their hand-eye coordination. n The childminder has developed strong relationships with parents. She keeps them informed about their child's progress through regular communications, and gives them ideas to support their child's learning at home. Parents say that children enjoy spending time with the childminder and she teaches them valuable skills.

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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 understanding of the knowledge and skills that children need to learn to ensure that teaching is age- and stage- appropriate 03/04/2024

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Setting details

Unique reference number EY361363 Local authority Surrey Inspection number 10321031 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 2008 and lives in Redhill, Surrey. She operates from 7am to 6pm, each weekday, throughout the year. The childminder holds a level 6 qualification. The childminder receives funding for the provision of free early education for children aged three and four years. She works in partnership with her husband, who is also a registered childminder. The childminder works with two assistants.

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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 EYFS 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. n The childminder provided the inspector with a sample of key documentation on request.

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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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