Armistead, Naiyana

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

p.1

The provision is good

Children demonstrate they feel safe and have a strong sense of belonging in the childminder's home. They are confident and engaged in the motivating activities on offer. The childminder communicates with parents to discover what is important to families. This helps her plan settling-in sessions for the children. As such, they form warm relationships with the childminder, who knows the children very well.

p.2

The provision is good

The childminder strongly promotes the development of children's communication, language and literacy skills. She engages the children in conversations as they play and introduces them to a new and interesting vocabulary. The childminder speaks clearly to children, repeating key words for them to copy. Children hear new vocabulary as they listen to stories, such as 'The Snail and the Whale'. They use props to anticipate what is going to happen next. This prepares them for early literacy and future learning.

p.2

The provision is good

The childminder has high expectations of children's behaviour. She is calm and responsive. The childminder gives children consistent messages about the expectations for their behaviour. As such, they know the routines and children behave with respect and consideration for their environment and their friends.

p.2

need to do better?

n Overall, the childminder plans her curriculum well. She follows the children's interests and weaves these into themes. For instance, children are learning about the Olympics. The childminder teaches children to catch balls and play a game of skittles. This helps develop children's large-muscle groups and supports their physical development. However, sometimes the childminder does not adapt her teaching well enough to meet the needs of younger children to encourage their participation and extend their learning further. This means, sometimes, younger children do not fully benefit from the learning opportunities the childminder provides. n The childminder is passionate about teaching children about healthy foods. She offers a balance of healthy snacks and meals, introducing new foods for children to taste. Furthermore, she plans activities to help them learn about oral hygiene. This helps children build healthy habits for the future.

p.2

need to do better?

n The childminder offers meaningful learning, indoors and outdoors. Children enjoy filling and emptying containers with sand and water. They build different models and follow their own ideas. The childminder uses these opportunities effectively to support children's mathematical understanding of counting, recognising shapes, and basic measurements. This helps children learn to count and use numbers in their play. n The childminder plans plenty of opportunities for children to engage in different

p.2

need to do better?

31 July 2024 social situations. For instance, they visit care homes and take part in activities at local playgroups. Furthermore, the childminder celebrates a wide range of different cultures and traditions. This helps children learn about the diversity that exists in their local community and the wider world. n The childminder encourages children to be independent. She teaches children to put their shoes on before going outdoors. Children show great determination and perseverance as they peel their oranges at snack time. This contributes to children developing resilience and a 'can-do' attitude. n Children's behaviour is good. The childminder gently reminds young children to use good manners throughout the day. She helps them to learn how to take turns with their friends. This helps children to develop positive relationships. n Parents are well informed about their child's learning. The childminder exchanges ideas to help parents to further promote their child's progress. For

p.2

need to do better?

example, she shares ideas on how to support children's speech and language development at home. This helps to promote a consistent approach to children's care and learning. n The childminder is reflective and regularly evaluates her setting. She has completed all mandatory training and accesses online training and webinars to continually improve her professional development. For instance, she recently completed training in supporting children with special educational needs and/or disabilities. This helps her ensure that children have the best possible start in her care.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n adapt the curriculum more precisely to support younger children to engage with and fully benefit from the learning opportunities.

p.3

Setting details

Unique reference number EY457674 Local authority Surrey Inspection number 10354862 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 8 November 2018

p.4

Information about this early years setting

The childminder registered in 2013 and lives in East Molesley, Surrey. She operates Monday to Thursday, from 8.30am until 5.30pm all year round, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder offers funded early education for two-, three- and four- year-old children.

p.4

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 together to discuss the childminder's intentions for children's learning. 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. The childminder evaluated children's learning with the inspector. n Parents shared their written views with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

31 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

31 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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