Wakeford, Nicola Jayne

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 develop close bonds with the childminder and her assistant, who work well as a team. The childminder and her assistant take time to get to know each child very well. They speak with ease about the children's personalities, likes and dislikes and it is clear that they value each child's unique characteristics. Children's emotional development is supported well as the childminder provides them with plenty of praise and reassurance. This helps the children to feel safe and at ease to explore their environment and the activities on offer with confidence.

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The provision is good

Children behave well. They follow the clear and simple rules set by the childminder to help provide consistent expectations. Minor disputes over toys are quickly resolved, as the childminder gives gentle reminders to children about taking turns and sharing. The activities and experiences provided by the childminder and her assistant support children in making good progress and in being ready for their future learning. Experiences include outings to National Trust properties, parks and walks along the canal, which help children to learn more about the world around them. The childminder and her assistant teach children to become independent. For example, children are encouraged to put on their own shoes to go outside and toddlers are encouraged to use a spoon and fork to feed themselves at lunchtime.

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need to do better?

n The childminder and her assistant have a secure understanding of how children learn. They identify the key knowledge and skills that each child should learn at each stage of their development. For example, they provide an open drinking cup alongside children's water bottles to encourage children to practise how to drink from a cup without spilling. If there are any concerns about a child's development, this is identified early and action is taken to access support and advice. n The childminder and her assistant use their interactions with children well to build effectively on what they already know and can do. They build on children's understanding of colour and counting, for example, by setting out an activity with building blocks. Older children are encouraged to count how many blocks they have used to build their towers. Younger children are helped to identify colours and the assistant sounds out the initial letters, such as 'b' for 'blue', to

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need to do better?

support their language development. n Children are supported overall to make independent choices from the broad range of toys and resources available to them. However, the childminder has not fully considered how to enable younger children, especially those whose language is still developing, to make their own choices about their creative play. n Children are helped to understand the importance of washing their hands before eating. Older children independently go to the toilet as part of school readiness,

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need to do better?

12 June 2024 and know to wash their hands afterwards. However, the childminder and her assistant do not always make sure that children having their nappy changed are shielded from view to maintain their privacy. n The childminder teaches children habits that promote their health and safety. Children develop their physical skills outside in the fresh air as they climb on the climbing frame, throw and kick balls and bounce on the trampoline. The childminder's assistant teaches children how to climb down from the climbing frame safely. Children also benefit from snacks and meals that are healthy and nutritious. n The childminder builds strong partnerships with parents. She keeps them well informed about their children's day and learning. Parents state that the childminder and her assistant are very supportive. They feel their children have learned a huge amount and comment on how their speech and language has

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need to do better?

improved greatly. The childminder has also established effective partnerships with other settings that children attend. There is a successful two-way flow of information that helps to ensure children's individual needs are identified and addressed. n The childminder and her assistant attend mandatory training, such as first aid and safeguarding, to ensure their knowledge in these important aspects of their work remains up to date. The childminder does not, however, identify all areas of development and consistently seek relevant training opportunities, to help raise the quality of her provision even further.

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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 review how children can make their own choices about their creative play to further enhance their sensory and creative development n consider how the arrangements for nappy changing can be improved to ensure children's privacy is maintained n strengthen systems for self-evaluation to help identify areas of development and training opportunities to further raise outcomes for children.

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Setting details

Unique reference number 121330 Local authority Surrey Inspection number 10347788 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 15 Date of previous inspection 12 September 2019

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Information about this early years setting

The childminder registered in 1993 and lives in Knaphill, Surrey. She operates her provision Monday to Friday, from 7.30am to 5.30pm, for most of the year. The childminder works alongside an assistant who is qualified to level 2. The childminder receives funding to provide free early education for children aged two and three years.

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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 provider and has taken that into account in their evaluation of the provider. 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 inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and the inspector carried out a joint observation of an activity led by the assistant. n The inspector took account of written feedback provided by parents. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

12 June 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

12 June 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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