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's personal and emotional development are a priority. The childminder has created a welcoming and inclusive environment that supports children to feel safe, secure and happy. Children behave well and demonstrate confidence as they explore the play spaces and choose what they want to do.

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The provision is good

The childminder knows them well as individuals and recognises when to adapt routines to meet their needs, such as when they require comfort, when they are hungry and when they are sleepy. The childminder has a clear understanding of what she wants children to learn in her care and completes progress checks to identify these next steps.

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The provision is good

Children have positive attitudes to their learning, and they concentrate for long periods of time in relation to their age. For instance, young children are beginning to enjoy role play, such as making cups of 'tea' for the childminder and each other. The childminder uses activities such as these to teach children the importance of sharing and turn-taking. In addition, she offers meaningful praise during activities to boost children's self-esteem.

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The provision is good

The childminder provides young children with opportunities to develop their independence. For example, when they have a go and make attempts to put their own shoes on before going outside. This helps children to develop good skills in readiness for the next stage in their learning, including the eventual move to nursery or school.

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need to do better?

n The childminder ensures that young children begin to develop their early literacy skills. She provides opportunities for them to make marks inside and outdoors. For example, children enjoy drawing with jumbo chalks in the garden. The childminder ensures that children have access to a wide range of books. Young children spend time looking at their favourite stories, turning the pages carefully and exploring the sensory textures of each picture. This helps to develop their early love of reading and books. n Children are physically active. They enjoy the safe and secure garden, where they access balls, wheeled toys and sand. The childminder encourages them to take age-appropriate risks, such as independently climbing the steps to the playhouse. Young children clap and dance in excitement when they get to the top. They spend long periods of time repeating this accomplishment with joy. n The childminder regularly takes children on visits in the local community. This

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need to do better?

includes to nature parks and childminder groups. The childminder uses these opportunities to network and to contribute towards building children's knowledge

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need to do better?

26 March 2024 and skills. For instance, visits to local community groups help children develop social skills as they spend time playing with a wider range of children. n Children are wonderfully curious. They are beginning to ask lots of questions and use their emerging language skills to make enquiries, describe events and narrate their own play. However, the childminder does not always make the most of opportunities as they arise to extend children's ideas, thinking and natural curiosity. n The childminder provides exciting opportunities for children to develop the strength of their hand muscles. Children enjoy squeezing play dough and pushing shapes into it. However, when young children show an interest in using the scissors to cut the play dough, the childminder is not fully effective at using demonstration to help give them the knowledge they need to learn to handle and use these successfully. n Children learn about the importance of good hygiene. They understand they

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need to do better?

need clean hands, for example, after playing in the garden and before they eat their lunch. Children follow simple instructions, eagerly washing their hands and finding their own towel to dry their hands on. n The childminder establishes positive relationships with staff at other settings that children attend. This promotes continuity in their learning and care. For example, the childminder shares information with staff at the local pre-school, which helps to establish a joint approach to promoting children's next steps in learning. n The childminder forms good partnerships with parents. Parents have daily opportunities to exchange information, and the childminder keeps them informed of their children's development. She shares information about children's next steps in learning, and parents comment positively about the childminder's service.

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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 develop teaching to provide more opportunities for children to enhance their curiosity and wonder, as well as further develop their thinking and problem- solving skills n use opportunities to demonstrate how to use tools, such as scissors, more effectively to give children the skills and knowledge they need to be able to use these more successfully in their future learning.

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Setting details

Unique reference number EY257813 Local authority Surrey Inspection number 10311982 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 4 Date of previous inspection 17 April 2018

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Information about this early years setting

The childminder registered in 2003 and lives in Woking, Surrey. She operates all year round, from 7.30am to 6pm, Monday to Thursday, except for family holidays and bank holidays. The childminder has an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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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 childminder. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n Children communicated with the inspector, and parents shared their written views of the childminder's setting. n The childminder discussed how she organises her early years provision, including the aims and rationale for her curriculum. n The inspector observed the quality of education being provided, inside and outdoors, and assessed the impact this was having on children's learning. n A leadership and management discussion was held with the childminder. The inspector looked at her paediatric first-aid certificate and checked documentation relating to the suitability of people living on the premises. The inspector spoke

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Inspection activities

with the childminder and discussed her safeguarding knowledge.

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Inspection activities

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

26 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

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