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 receive lots of warmth and affection from this experienced childminder. She provides a welcoming home with a good range of resources. The curriculum intent is unique to individual children's needs and development. The childminder observes children and plans purposeful activities to help them to progress. For example, she gives them the opportunity to choose a dominant hand when cutting fruit and plans activities to strengthen their fine motor skills and sensory development, such as using pipettes, water, cornflakes and pincers.

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The provision is good

Children build positive relationships with the childminder. This helps them to feel safe and secure. The childminder is consistent at reminding the children what is expected of them, such as taking turns and being patient. To support development of turn-taking, the childminder has introduced strategies, such as the use of a timer, which the children love. Children listen and say 'please' and 'thank you' without being prompted. They tidy away the toys they have been playing with when asked. The childminder reinforces this positive behaviour with lots of praise and encouragement.

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The provision is good

The childminder encourages children to lead their own play. Consequently, children are extremely motivated, and they demonstrate a strong thirst for knowledge. For instance, they ask age-appropriate questions to further explore the melting of ice cubes, exploring how it feels on their hand and in their mouth. Children willingly voice their views and ideas to create social situations and spontaneously play together to create an imaginary spaghetti meal. Their happiness is evident.

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need to do better?

n The childminder's interactions have a positive impact on children's learning and engagement. For example, she asks children thought-provoking questions, which encourage them to take part in deep and meaningful conversations about their prior experiences and knowledge. The childminder talks clearly to children and repeats new language to strengthen their vocabulary growth. n Children learn the routines and excel at being independent. They find their own coats and shoes when it is time to play outside. The childminder praises children and verbally supports them to put on their own coats. Children smile brightly at their own achievements, beaming with their success. n Daily exercise in the fresh air supports children's physical development. Children learn about managing risks as they confidently explore the garden, pouring water, using the slide and playing in the playhouse. Throughout the week, they

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need to do better?

walk to the local woods, attend toddler groups and a music session. They learn about different festivals and events. However, the childminder has not fully developed opportunities for children to learn about the similarities and

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need to do better?

23 April 2024 differences between themselves and other families, traditions and communities beyond their own experiences. n The childminder knows the children well and plans opportunities that excite and spark young children's curiosity. She knows what developmental stage they are at and has a clear understanding of the things she wants them to learn next and why. The activities stretch children's learning in a fun and relaxed way. This approach maintains children's interest, builds successfully on what they already know and supports effective achievement of next steps. n Partnerships with parents are good. Parents speak highly about the quality of care and education that their children receive and the positive impact that this has had on their learning. The childminder ensures that parents are kept well informed about their children's learning and development and how this can be extended at home. For example, she regularly shares photos and verbal updates

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need to do better?

with parents. n The childminder uses opportunities throughout the day to support children's mathematical understanding. For instance, she reinforces children's number skills as they count biscuits onto a plate. All children make good progress from their starting points and are prepared well for the move to school. n Children's hygiene practice is promoted well. They understand the importance of washing their hands to stay safe and well. For instance, children wash their hands after using the toilet and before they eat. Children are developing strong foundations in their self-care skills and understanding of good hygiene routines. n The childminder places high value on her professional development. She accesses online training and webinars to further her knowledge and skills. The childminder ensures that she completes all mandatory training and keeps up to date with current legislation.

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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 opportunities for children to learn about similarities and differences between themselves and other families, traditions and communities beyond their own experiences.

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Setting details

Unique reference number EY456142 Local authority Surrey Inspection number 10335074 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 6 Date of previous inspection 4 June 2018

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Information about this early years setting

The childminder registered in 2013 and lives in Frimley, Surrey. She operates all year round, from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder 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 inspector observed the interactions between the childminder and children throughout the visit. n The childminder and the inspector had a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities and assessed the impact on children's learning. n The inspector reviewed relevant documentation, including evidence of the suitability of those living and working in the household. n The inspector held discussions with the childminder and the children at appropriate times during the inspection. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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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

23 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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