Welburn, Sharon Margaret

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children are happy, settled and show high levels of emotional well-being. The childminder and her assistant place the children at the heart of everything they do. They provide an inclusive environment for all children and know the children well, including their individual characteristics. Parents report that the childminder and her assistant provide a caring, nurturing and home-from-home environment.

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The provision is good

Children have fun as they learn, are friendly and show confidence around visitors. The childminder and her assistant have high expectations of children's behaviour. They encourage good manners and successfully teach children to value and respect others. Children are very well behaved. They are kind and caring and say 'please' and 'thank you' without any prompting.

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The provision is good

Children show a positive attitude to learning and make good progress from their starting points. They are motivated and demonstrate creative and critical thinking skills. For instance, when a tower they are building falls, they comment "we can build it again". The childminder encourages them to keep trying and suggests they try different ways to build the tower. When they complete the activity the childminder comments, 'its sturdier now'. These positive interactions help children to develop a 'can-do' attitude and recognise when a change in strategy may be needed.

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need to do better?

n The childminder recognises the impact that the Covid 19 pandemic has on children's learning, especially on their personal skills and communication and language. She has worked closely with parents to support children to catch up. For example, she plans experiences to help support children in these areas of learning, including visiting the local library. n Children benefit from many opportunities to support their communication and language skills. Throughout activities, the childminder and her assistant provide a commentary, model good conversational skills, and introduce new vocabulary. Younger children are vocal and repeat familiar words and phrases in response to the childminder's warm interactions. Older children confidently have two-way conversations with adults, who listen with interest to what they have to say. n The childminder provides children with lots of opportunities to develop their mathematical skills, including through songs and rhymes. Children demonstrate

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need to do better?

a good understanding of simple addition. For example, they recognise that if they have four ducks, they need to add one more to make five. n The childminder and her assistant successfully use children's interests to help support their learning. For example, they encourage children to develop physical skills as they 'walk the plank' when pretending to be pirates. Older children

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need to do better?

24 May 2024 demonstrate good balance and co-ordination as they confidently walk across a raised plank. n The childminder knows the children well and is aware of their interests and abilities. She monitors their progress to ensure that what she offers helps them to continue their development in all areas. However, the childminder and her assistant do not consistently recognise when to adapt their teaching in response to individual children. As a result, some activities are too challenging for some children and not always challenging enough for others. n Children behave well and play harmoniously alongside others. The childminder and her assistant act as positive role models and encourage children to share, take turns and be thoughtful to others. Children are polite, kind and happily help each other, such as pushing each other on the swing. n The childminder ensures that children are kept safe when in her care. Children

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need to do better?

follow robust hygiene practises and are supervised when eating. The childminder encourages children to think about how to keep themselves safe. For instance, she shows them how to use garden apparatus safely. n Partnerships with parents are good. The childminder communicates effectively with them. She keeps them updated on the development that children make, and the activities offered. Parents speak highly about the childminder and how happy their children are attending. n The childminder and her assistant work well together as a team. They are committed to their ongoing professional development. Regular discussions between them enable them to evaluate what works well and identify areas for improvement.

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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 skills further, to help recognise when to adapt activities in response to children's individual learning needs.

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Setting details

Unique reference number EY463630 Local authority Surrey Inspection number 10347052 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 12 Number of children on roll 12 Date of previous inspection 23 August 2018

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Information about this early years setting

The childminder registered in 2013. She lives in Frimley, Surrey. The childminder operates Monday to Friday, between 7.30am to 6pm. She holds a relevant level 3 qualification and works with her husband, who is her assistant. The setting receives funding to provide free early education for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the childminder has 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 her evaluation of the childminder. n The inspector carried out a learning walk to discuss the childminder's curriculum, including how the childminder assesses and plans for children's learning. n The inspector observed the quality of teaching during activities and jointly assessed the impact this has on children's learning and personal development with the childminder. n The inspector spoke with the childminder and her assistant at appropriate times throughout the inspection. The inspector also discussed the arrangements for safeguarding children and the childminder's reporting procedures. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

24 May 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

24 May 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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