Walkden, Philippa

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 are happy and content. They confidently leave their parents and enthusiastically greet their friends. The childminder warmly welcomes children into her home and provides exciting resources she knows they will enjoy, such as toddler climbing boxes and balls. As a result, children settle quickly and engage in play with their peers.

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The provision is good

The childminder is a positive role model. She has high expectations for children's behaviour and gently reminds them to be kind to their friends and to share toys. Children listen well and follow her instructions. For example, they quickly find a toy to hand to their friend then comfort them with a cuddle. The childminder also encourages children to be polite and say 'please' and 'thank you'. Therefore, children are learning good manners. They have empathy and show care and concern for others.

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The provision is good

Children are developing their speech and language skills well. The childminder narrates play and effectively repeats key words young children say, such as 'ball' and 'book'. The childminder responds to children's non-verbal cues. For example, she provides the words when children point at objects or make hand gestures and sounds. As a result, children are keen to communicate and have opportunities to develop their vocabulary skills further.

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need to do better?

n The childminder knows the children well and has formed good bonds with them. She gathers important information when they start which includes medical and dietary requirements. The childminder adapts settling sessions to meet each child's individual needs. As a result, children settle quickly and enjoy their time with the childminder. n Communication with parents is good. The childminder provides daily feedback regarding children's care routines and activities. She supports home learning by providing information about children's developmental stages and next steps. For example, she advises parents on how to support children to move and develop their physical skills. This helps to provide a continuity of learning between the childminder and the home. n Independence skills are supported well. The childminder uses every opportunity to encourage children to be independent and allows them the time and space to

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need to do better?

do so. For example, children attempt to put on their shoes and get their own bib. At snack time, she teaches children how to peel a banana and provides utensils for them to practise chopping fruit. As a result, children are keen to complete tasks and learn new skills. n Children enjoy moving and exploring the environment. The childminder focuses

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need to do better?

22 July 2024 on developing young children's physical skills and understands the importance of children achieving good balance and coordination. She provides equipment that encourages children to climb and take risks. For example, she teaches children to use the slide safely and climb on toddler boxes. As a result, children are active and developing their physical skills. n The childminder uses technology to develop children's understanding further. For example, she uses a device with children to research how a duckling hatches from an egg. This reinforces learning from a recent trip when children saw ducklings at the park. As a result, children are learning basic technology skills and developing their understanding about nature and the world around them. n Children are curious and enjoy playing in the garden. They relish mixing natural resources in the mud kitchen. The childminder supports play by encouraging

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need to do better?

children to feel the mixture and introduces vocabulary to describe how it feels, such as 'wet' and 'dry'. This helps to develop children's thinking skills and extends their range of vocabulary. n The childminder uses mathematical language during play and encourages children to compare size and weight. She displays numbers in both the inside and outside areas. However, at times, she does not recognise opportunities to further extend children's mathematical understanding, for example by counting with them or building on their knowledge of number. This does not fully support children to make progress with their early mathematics skills. n The childminder evaluates her practice and identifies areas for professional development. Since her last inspection, she has completed courses to develop her knowledge and skills, including about how children learn and understanding child development. She uses this learning to inform her practice and provide the

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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.

p.3

should:

n strengthen support for children to build on their counting and number skills to further promote their early mathematical understanding.

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Setting details

Unique reference number EY395039 Local authority Surrey Inspection number 10350850 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 3 Date of previous inspection 5 September 2018

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Information about this early years setting

The childminder registered in 2009 and lives in Dorking, Surrey. She operates from 7.30am to 6pm for most of the year. The childminder accepts early education funding for children aged two, three and four years. She holds a recognised childcare qualification at level 3.

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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 childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

22 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

22 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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