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 Not applicable

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The provision is good

Children have a wonderful time in the childminder's welcoming and nurturing home. They settle quickly when they arrive and make choices from a range of interesting activities. The childminder plans a curriculum which considers what children already know and can do. Planning covers all areas of learning and includes a sharp focus on children's language and physical development.

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The provision is good

Children enjoy positive relationships with the childminder, who interacts warmly and consistently with them. They enjoy playing hide and seek, giggling when the childminder pretends she cannot see them. Children learn to take care of their environment by helping to put the toys and resources away. They know that they must sit down when eating and that they must wash their hands beforehand. Young children smile proudly when praised for managing to use their cup well at lunchtime.

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The provision is good

The childminder takes a tailored approach to meet the needs of the children attending. She implements routines to help them to feel safe and secure. Children confidently make choices from the variety of toys, activities and resources available. The childminder encourages a healthy lifestyle and ensures that children have plenty of fresh air and exercise. Children visit a wide range of places in the local community. For example, they go to playgroups and parks where they love to run, climb and jump in muddy puddles. Younger children hone their physical skills when riding the bicycles and tricycles at local groups. The childminder encourages children to be independent, such as when they learn to put on their own shoes and coats.

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need to do better?

n The childminder provides high-quality, inclusive care and the quality of teaching is strong. The childminder focuses on what children need to consolidate and what they need to learn next. For instance, she extends children's recent interest in fruit by related activities. They enjoy repeatedly reading 'The Very Hungry Caterpillar' story, which helps them to recognise different fruits and name them. Children enjoy dancing and follow the actions of familiar songs. n The childminder has a sound knowledge of the children in her care. Regular communication with parents and other professionals results in effective information-sharing about children's experiences and progress. This enables the childminder to accurately prioritise the next steps for children's learning. n Positive strategies are in place for behaviour management. Children learn how to recognise the feelings and emotions of others through well-planned activities

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need to do better?

that encourage them to share, take turns and listen. Younger children begin to understand emotions through use of pictures and books. This helps children's

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need to do better?

25 March 2024 social development and promotes British values. n The childminder helps children to prepare for the next stage of their learning, such as starting pre-school and school. Children are developing their independence and self-help skills through practising regular hygiene routines and learning how to follow instructions, such as road safety rules. n Children enjoy planting and growing seeds. The childminder builds on this by providing related activities to enhance children's knowledge. For example, she takes children to the garden centre where they buy sunflower seeds to plant. n The childminder provides a narrative as children play and overall supports their language development well through skilful modelling. Children's love of stories is evident as they excitedly sit down to listen. The childminder poses questions to encourage children's thinking. Occasionally, the story moves on too quickly and

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need to do better?

children do not have sufficient time to respond. This does not fully support children's emerging language skills. n Children are familiar with the daily routines and they clearly make their needs known. For instance, they say when they would like a snack and indicate when they are tired and need a hug. Parents receive the weekly food menu in advance, which welcomes their input and helps to meet children's dietary needs successfully. n Parents' feedback about the childminder's service is extremely positive. They comment their children have flourished in the care of the childminder and that they love how much the childminder reads to their children. n The childminder is committed to her professional development and keeps up to date through regular training and webinars. She recently completed level 3 child protection training and is developing her knowledge of forest school and how to build on children's outdoor experiences.

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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 skills in allowing children enough time to think and respond to questions, to help further support their language development.

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Setting details

Unique reference number 2649576 Local authority Surrey Inspection number 10332899 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 4 Number of children on roll 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and lives in Epsom, Surrey. She operates for most of the year from 7.30am to 6pm, Monday, Tuesday, Thursday and Friday. The childminder holds a degree in education.

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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 inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about how she organises her early years setting, including the aims and rationale for her curriculum. n The childminder discussed with the inspector the quality of education being provided outdoors and assessed the impact on children's learning. n The inspector considered the written views of parents.

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Inspection activities

25 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

25 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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