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 enjoy their time with this patient, friendly and nurturing childminder. She provides comfort and reassurance to all children, particularly those who are new to the setting. The childminder promotes children's self-esteem well. She is quick to praise and encourage them and to celebrate their achievements. The childminder has a calm disposition, and her gentle approach helps all children to feel safe and secure.

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The provision is good

The childminder regularly attends playgroups in the wider community. This helps children to develop their social skills in a busier environment. She also takes the children on a wide range of exciting trips. The children have been to a fire engine museum to look at the firefighting equipment. The childminder uses these opportunities to introduce new stories and vocabulary within her curriculum. Children learn new words, such as 'fire extinguisher' and 'ladder'. This develops children's love of stories and broadens their vocabulary.

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The provision is good

Children's behaviour is good. The childminder treats children with respect and supports them to understand the behaviour expectations through discussions and effective strategies. For instance, she uses songs and music to help children become familiar with their routines. Children follow her instructions willingly and often show spontaneous acts of kindness to each other.

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need to do better?

n The childminder mainly plans a curriculum with memorable experiences to help children learn. She considers interesting ways to inspire children to learn. For example, children watch in fascination as they mix the different coloured dye into foam with the childminder. Children develop their hand and finger muscles in preparation for early writing as they use spray bottles to squirt water on a pretend fire. However, sometimes the childminder does not adapt her teaching well enough to meet the needs of younger children. This means they do not always fully participate and their learning is not always fully extended. n The childminder sequences her curriculum well. She helps children to revisit previous learning. For instance, she helps them learn the numbers to call in an emergency and that water puts the fire out. Children act this out in their imaginative play as they dress up as firefighters. This helps children to learn how

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need to do better?

to keep themselves safe. n The childminder fully understands the importance of promoting children's language skills. She makes sure that children have plenty of opportunities to build on their communication skills. For example, the childminder repeats back sentences and skilfully questions children to help develop their conversational skills and use of language. This helps children to become confident

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need to do better?

8 July 2024 communicators. Children are confident communicators. n The childminder has high aspiration for children's speech, making sure children have plenty of opportunities to build on language and communication skills. The childminder repeats back sentences and skilfully questions children, encouraging speech. Children are confident communicators. n The childminder promotes the use of mathematical language. She incorporates the use of numbers, shapes and sizes in children's play. They count in their play and begin to recognise the different numbers that are on their toy cars. The childminder challenges children's knowledge as they match the number on the car to the corresponding tunnel. This extends children's understanding of early mathematics. n Children are provided with daily opportunities to play outside in the fresh air. They use their bodies to climb safely and learn how to develop their coordination

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need to do better?

when using the ride-on cars. The childminder arranges her environment to support toddlers who are learning to walk. They have ample room to move around safely and develop their balance and coordination. This enables children to become confident in learning how to walk. n Parents are very positive about their children's experiences in the setting. The childminder shares lots of information with parents about their children's learning and development. She supports parents to extend their children's development at home. For instance, she shares advice and guidance about how children develop their communication skills. n The childminder monitors her practice and is committed to working towards continuous improvement. She regularly networks with other local childminders. The childminder researches new activities to do with the children. Furthermore, she has accessed training to support children's communication and language

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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 ensure teaching is always adapted appropriately to ensure all children, particularly younger children, engage fully and benefit from all learning opportunities.

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Setting details

Unique reference number EY498146 Local authority Surrey Inspection number 10350963 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 7 Date of previous inspection 20 September 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Caterham, Surrey. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, and from 7.30am to 4.30pm on Fridays. The childminder holds qualified teacher status. She provides funded 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 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 setting. n The childminder and the inspector completed a learning walk to discuss how the childminder delivers her curriculum. n Children spoke to and interacted with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views with the inspector through written feedback.

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Inspection activities

8 July 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

8 July 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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