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 settle well with the kind and caring childminder. They show good levels of vocabulary and freely use words that they have learned through effective teaching. For example, they talk about caterpillars and know that they make themselves a 'cocoon'. The childminder extends children's vocabulary and the number of words they know and use. Children inquisitively ask about the differing farm vehicles, and she explains their uses. For example, they learn about the combine harvester. Children then find the toy farm vehicles and identify which ones they have from the book. Children have a clear awareness of mathematics. For example, they use positional language in their play and activities and show that they understand how to place the pig in the bag. They count the numbers of animals in the book with ease.

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The provision is good

Children begin to use the techniques and strategies they have learned from the childminder to share the resources. For example, they talk to each other about 'sharing', enabling children to begin to manage their own minor conflicts. Children receive effective encouragement to persevere at their tasks. This enables them to succeed and enhances their ability to endeavour to keep trying. Children show great kindness to others. For example, they fetch shoes for others in readiness for outdoor play. They work together to help each other put their shoes on, saying 'push' to encourage them to help get their feet in. Children develop good physical skills. They demonstrate this as they climb on the frame and slide and balance on the ride-on toys.

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need to do better?

n The childminder's intent for children's learning is to ensure they are happy, curious and confident learners. She enables children to be able to demonstrate good self-care skills, forge good relationships and be ready for their next stage in life. She achieves this, for example, by planning for their interests, learning needs and styles and providing a wealth of experiences. n The childminder plans her home environment to enable children to lead their own play. She focuses on enabling children to learn to play and engage with each other. The childminder offers a wealth of activities and enables all children to participate, taking into account their learning styles. This helps children to feel part of a group and to learn from others. n The childminder has a highly effective and individualised settling-in process for children and families. This enables children to build strong relationships and to feel safe and secure. She gathers information from parents to help her get to

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need to do better?

know children's family backgrounds. This helps provide a consistent approach to children's care and learning. n The childminder supports children's communication and language development

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need to do better?

5 August 2024 effectively. However, she occasionally asks children several questions in a row, without giving time for them to respond. This does not enhance their understanding of the flow of a conversation and further enhance their language skills. n The childminder has a secure understanding of each child's level of development, the skills they already have and those they need to learn. She makes good use of the information she gathers from parents to meet children's care and learning needs. She uses this information alongside her observations of children to plan for what they need to learn next. n The childminder has a good awareness of children's home lives and uses this to extend their conversations. For example, when looking at a book, they talk about how the animal's fur is soft, and she links this to the fur of the pets that children have at home. This helps children to link aspects and to recall words at

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need to do better?

a later time. n Partnerships with parents are highly effective. The childminder builds secure relationships with parents from the start, enabling them to feel confident in placing their children in her care. Parents comment that the childminder is 'dedicated to providing a nurturing and stimulating environment for the children'. They report that their children have shown significant progress in their development and overall well-being. n The childminder updates and improves her knowledge to strengthen her understanding and develop new skills. She ensures that training is relevant to the children and families who she provides care for. This helps her to extend children's learning and development effectively. n The childminder liaises with parents and others providing early years education for children. She works in partnership with other childminders and with staff at nurseries the children also attend. This promotes a consistent and cohesive

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need to do better?

approach for children's care and education.

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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 provide children with the time they need to gather their thoughts and respond to questions asked of them.

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Setting details

Unique reference number EY500770 Local authority Surrey Inspection number 10350921 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 8 Date of previous inspection 13 September 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Caterham, Surrey. She provides childcare each weekday from 7.30am to 6pm, all year round.

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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 provider. n The childminder spoke to the inspector about her intentions for children's learning. n Children interacted with the inspector throughout the inspection. n The inspector took account of parents' views through written feedback. n The inspector observed the quality of education being provided and assessed the impact of this on children's learning.

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Inspection activities

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

5 August 2024 5 August 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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