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

The childminder places a strong focus on supporting children's emotional well- being through her well-thought-out curriculum. Children show they feel safe, secure and happy in her care. For instance, they approach the childminder for cuddles and seek out her company so she can play with them. She is a positive role model for children, such as by modelling good manners. Children benefit from plenty of warm praise and encouragement from the childminder. She provides clear explanations to children about their behaviour so that children know what is expected of them.

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The provision is good

The childminder supports children to develop skills such as independence. For example, she encourages children to clear up after they have finished eating and to find their belongings when needed. They readily follow her instructions and respond to her requests. Children show they are confident in the childminder's care.

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The provision is good

Children have the opportunity to enjoy many different outings with the childminder. For instance, they visit the local farm and woods and attend social groups. This supports them to see other people and places. Children learn to play with other children. They develop important social skills, such as negotiation and turn-taking, as they play.

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need to do better?

n The childminder plans a curriculum for children that helps to prepare them to move on to the next stage in their education. She plans activities and finds resources for children that build on what they already know. Children show they are curious learners. For instance, they explore their developing understanding of different colours and textures as they explore beach-themed resources. n Children learn mathematical concepts as they play. For instance, the childminder introduces a matching activity to help children recognise numbers and quantity. Children show that they enjoy sorting and matching different shells. They learn about sizes and shapes. The childminder helps children to develop an understanding of simple mathematical language. n The childminder demonstrates new skills to children. For example, she shows children how to use a magnetic fishing rod to catch fish. Children keep on trying and show determination in their efforts. They beam with delight when they

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need to do better?

manage to attract a magnetic fish onto their rod. This supports their hand-eye coordination well. The childminder celebrates their success and helps to raise their self-esteem effectively. n Children benefit from hearing many songs and stories. The childminder generally supports children's speech and language skills well. For example, she helps

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need to do better?

14 August 2024 children to learn new words. The childminder repeats back what children say and helps them to hear the correct way to say words. Children listen to what she says and are keen to try to use new words themselves. She uses questioning to check what children know. At times, though, children do not have the opportunity to think and respond to these questions to promote their thinking or language skills further. n The childminder knows well the children she cares for. She understands how they like to learn and what they like to play with. For instance, the childminder makes sure there is a range of craft materials for children to explore. They show high levels of engagement in self-chosen activities but, at times, the childminder does not fully support children to make their own play choices. This sometimes leads to occasions when children are not as fully motivated and engaged in their play and learning.

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need to do better?

n The childminder builds very effective partnerships with parents. This is a real strength of her practice. She involves parents in her 'childminding family' before their children start in her care. This helps children and parents to develop confidence from the very start in the childminder's care and support. The childminder is an effective communicator and parents comment on how well she knows and understands their children's individual needs. n The childminder seeks out opportunities to develop her skills and knowledge further. For instance, she has recently taken part in training to improve her understanding of supporting children's emotional development. This benefits the children she cares for.

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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 build on support for children to further develop their thinking and language skills n strengthen teaching practice to include children's choices more to help them engage in learning opportunities further.

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Setting details

Unique reference number 120628 Local authority Surrey Inspection number 10359758 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 4 Date of previous inspection 11 December 2018

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Information about this early years setting

The childminder registered in 1997 and lives in Jacobs Well, near Guildford, Surrey. She provides care from Monday to Thursday, from 9am to 5pm, throughout the year. The childminder holds a childcare qualification at level 3. She receives funding to provide 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 childminder. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable for children. n The childminder spoke to the inspector about her intentions for children's learning. n The childminder and the inspector discussed how the curriculum had been implemented and the impact this had on children's learning. n The inspector talked to the childminder and children at appropriate times during the inspection. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector.

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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

14 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

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

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