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 at the childminder's home. She creates a home-from- home environment to support children as they move from their home to the childminder's care. The childminder is kind and caring. She places children's emotional well-being at the centre of all that she does. Toddlers enjoy lots of individual attention and cuddles. This helps them to feel safe and secure. Children build positive relationships with the childminder and with their friends.

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The provision is good

The childminder plans for the unique interests and abilities of all children. Her curriculum is planned with a good mix of indoor and outdoor play to support children's motivation to learn. Children are imaginative and like to express themselves. For instance, as they fill play trays with water, toddlers search out and name favourite sea creatures, such as the stingray and the shark. The childminder joins in the children's play and uses these opportunities to build on their ideas and development. For instance, children learn about floating and sinking, as the childminder encourages them to learn what happens as they add fir cones and bark to water. They carefully balance toys onto bark as they watch what happens. The childminder uses these opportunities to talk to children as they play, introducing new language. This helps to grow children's vocabulary skills, as they acquire the skills they need to help them with the next stage of their learning.

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need to do better?

n The childminder creates a curriculum which offers children experiences across all areas of learning. She identifies children's individual needs and tailors care to meet these. The childminder understands children's development and what she wants children to know or to be able to do next. She knows the importance of promoting children's language and communication skills and makes good use of opportunities to do this. However, at times, the childminder's planning is not broken down into small steps to enable her to focus and tailor teaching, to more precisely target and monitor children's progress. n Children benefit from opportunities to learn about the local community and the wider world, through experiences the childminder provides. For instance, children visit the library, take walks to explore nature and visit aquariums to help them learn about the habitats of sea creatures. Parents comment on how these

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need to do better?

opportunities help children to develop confidence in new situations and support them to develop friendships with others. n Children benefit from freshly prepared, healthy meals, and special dietary needs are catered for well. The childminder uses good opportunities to help children learn to do some age-appropriate activities for themselves. For instance, toddlers help to put away toys in readiness for mealtimes. They lay the table, putting out plates and cups, as they take pride in helping. The childminder praises children

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need to do better?

16 July 2024 as they become confident in daily routines, which support their growing independence. n The childminder recognise the importance of self-evaluation. She completes online research and listens to podcasts and webinars related to childcare. This helps her keep up to date with changes in legislation and supports her to use new ideas in her day-to-day activities with children. For instance, the childminder has reviewed ideas around potty training, to help her introduce and support this area of children's development. The childminder recently made changes to her outdoor play area, to encourage children's physical play. This has had a positive impact on developing children's large-muscle skills and coordination. n The childminder successfully introduces young children to early mathematics. For example, children learn how to count out coloured pegs as they create frogs. The childminder teaches children about shapes, such as when children make

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need to do better?

diamond shapes with their fingers, as they sing favourite nursery rhymes. This helps to develop children's positive attitudes, confidence and interests in mathematics. n Parents speak very highly of the childminder and talk about how happy their children are. Parents mention the good progress they have seen in their child's development and learning. The childminder regularly communicates with parents about their child's activities and well-being during the day. However, ideas and specific information about how to continue children's learning at home are not yet fully embedded.

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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 refine the planning of the curriculum to include smaller steps to more precisely target and monitor children's progress n extend the current good communications with parents, exploring even more successful ways to share information about their children's learning and development at home.

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Setting details

Unique reference number EY537453 Local authority Surrey Inspection number 10351008 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 5 Number of children on roll 6 Date of previous inspection 26 September 2018

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Information about this early years setting

The childminder registered in August 2016 and lives in Bramley, Surrey. The childminder provides care for children Monday to Thursday, from 9am to 5pm, during term time only. 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 setting. n The childminder showed the inspector the areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum and experiences for children. n The inspector took account of the views of parents from written feedback provided at the inspection. n The inspector observed children taking part in activities with the childminder and assessed the impact on children's learning. n A sample of the childminder's documents were reviewed by the inspector.

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Inspection activities

16 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

16 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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