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

The childminder provides a home-from-home environment, which helps children to become confident, safe and settled in her care. Children happily explore the toys and resources the childminder provides, tailored to their unique interests. For instance, toddlers search for the dolls as they begin to dress them. Children learn how to fasten and unfasten poppers on the doll's vest, as the childminder shows them how to do this. The childminder has high expectations for children's behaviour. Children share toys and learn to value the differing needs of their friends, as they wait for their turn with favourite toys. The childminder values and praises children's kindness, which helps to support children's good behaviour.

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The provision is good

The childminder plans a variety of learning experiences, which support children to make good progress in their development. She provides a range of carefully planned activities that help children to build their knowledge and skills over time. Children are engaged and concentrate well during activities. For instance, as toddlers share a favourite story, they point out the big and small bananas and correctly estimate the number of bananas the monkey has. The childminder places a focus on children learning outdoors. This helps children to learn about the natural world, and the community they are part of.

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need to do better?

n The childminder develops strong, trusting relationships with children. She focuses on children's happiness and confidence, as good foundations for their learning now and in readiness for the future. Children are calm and content in the childminder's home and there is a happy atmosphere. This helps children to be self-assured as they settle into their daily routines. The childminder recognises the importance of being a good role model in her interactions with children. For instance, she thanks children as they offer to help tidy away toys. Children's progress in their social skills is good. n The childminder has a good understanding of how children learn. The childminder knows children well. Teaching is good. The childminder tailors her teaching to focus on what children need to know or to be able to do next. For instance, as children name the different fruits they find in the role-play box, the childminder models the names of those children do not recognise. She speaks

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need to do better?

clearly, as children hear and repeat back these new words. Children develop a breadth of vocabulary, through the childminder's conversations. However, sometimes the childminder does not give children enough time to think through and share their own ideas, to further support their speaking skills. n The childminder teaches children to be confident and capable in managing some routines for themselves, from the outset. For instance, children learn how to feed themselves and how to wipe their hands and faces when they have finished

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need to do better?

16 April 2024 eating. Children enjoy being independent. They develop skills which enable them to build on managing their own personal needs, in readiness for the next stage in learning. n Partnerships with parents are good. The childminder shares children's daily activities, progress and key achievements with parents through her online platform and daily conversations. Parents say that this helps them to be informed of children's daily routines, and enables them to share conversations with children about their time with the childminder, to continue learning at home. The childminder has established some relationships with other early years settings children attend. However, some of these are in their infancy and are not fully established to support a two-way flow of information, to ensure that children's learning and development are fully coordinated. n The childminder is reflective in evaluating her own skills, knowledge and

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need to do better?

practice. She has a positive attitude to her continuous professional development. For instance, recent training has improved her understanding of how to promote children's mental health and well-being. As a result, the childminder has reviewed her own provision and how she can use everyday activities and experiences to build children's emotional health and well-being. n Children's physical development is promoted well by the childminder. For instance, older children learn how to use magnetic pens and stamps to draw as they create pictures. Toddlers develop their good hand-eye coordination as they unseal envelopes to hide their toy phones. These activities help to develop children's coordination and control of their small-muscle movements.

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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 give children more time to think through and share their ideas during their learning, to further support their speaking skills n develop closer partnership working with other settings children attend in order to promote more continuity in children's learning.

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Setting details

Unique reference number EY549564 Local authority Surrey Inspection number 10335311 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 5 Date of previous inspection 11 June 2018

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Information about this early years setting

The childminder registered in 2017. She lives in Staines-upon-Thames, Surrey. The childminder works Monday to Thursday, 8am to 5pm, during term time only. The childminder is in receipt of funding to provide early education for children aged two and three years. The childminder has qualified teacher status.

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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 and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector spoke to children, to find out about their time at the setting. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

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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

16 April 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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