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 feel safe and secure in the care of the warm and kind childminder. They receive cuddles and reassurance when they need it, supporting their emotional well-being. Children understand the rules in place for safety. They know about not jumping on the play mat, as they might slip and also about not running indoors. The childminder offers gentle reminders to children about their behaviour, helping them to manage expectations. Children are kind to others, and they help those younger than themselves. For example, they retrieve toys that roll away from the younger children. This helps them to learn to be tolerant of others. Children fully understand the routines of the day. They learn to be independent in tasks, such putting on their shoes in readiness for outdoor play. Older children help the younger ones in this task, showing consideration for others.

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The provision is good

Children use their prior knowledge during their play. For instance, they make a hammer to use when piecing together the bricks to build a house. They gently tap the next brick in place and learn which shape brick fits. The childminder is fully aware of when to step in to enhance children's learning and when to allow them time to work things out for themselves. Tidy up time is a game, turning this possible chore into a fun activity. The childminder counts to see how long it takes the children. They are very skilled at returning the toys to the correct box and if one goes astray, children identify this and put it right.

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need to do better?

n The childminder plans her home environment to enable children to make independent choices about their play and learning experiences. She assesses children's levels of development effectively. This includes completing the progress check for children between the ages of two and three years. The childminder uses this information to plan for what children need to learn next and in her interactions with them. n The childminder offers children a wide range of experiences to build on their skills and knowledge. However, sometimes she does not explain the activity to the children so that they understand what she wants them to achieve. This means that children do not always develop or practise the skills she intends. n The childminder encourages children to recall prior learning and to have confidence to tell others. For example, they talk about their experiences on their walks and things they have seen. This supports children's communication and

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need to do better?

memory recall skills. n Partnerships with parents are good. The childminder provides parents with information about her setting from the outset. She gathers information from parents about children's family structure to use in her discussions with them. Parents comment that the childminder 'nurtured and supported our child with

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need to do better?

27 August 2024 language, social skills and maths'. They also comment that they 'have seen great leaps in our child's development'. n Children learn about living creatures and being calm and kind to animals. The childminder supports children to learn about how to gently stroke the tortoises, and children help her to feed the other animals. This enables children to understand about how to care for pets. n The childminder communicates effectively with staff at other settings children also attend. She exchanges developmental information with children's key persons, parents and professionals. This enhances consistency for the planning of what children need to learn next and for gaining new skills. n Children have daily opportunities for physical play either in the garden or in the local community. The childminder plans weekly visits to toddler groups and a local care home for the elderly. Here, children learn to build relationships during

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need to do better?

their interactions with residents. For example, they play games, read books and have singing sessions together alongside the childminder. n The childminder supports children's awareness of similarities and differences effectively. She is respectful of children's cultures and heritages and incorporates aspects into her plans for the setting. For example, children have opportunities to sample food from around the world. n Children vote about the next activity they want to take part in. The childminder helps them to work out which activity has received the most votes, and they adhere to this. This helps them to learn about democracy and to respect the views of others.

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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 strengthen the planning of activities to make sure that the learning for all children is clear and that children understand the concept and what is expected.

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Setting details

Unique reference number EY260116 Local authority Surrey Inspection number 10351037 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 11 Date of previous inspection 1 October 2018

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Information about this early years setting

The childminder registered in 2003 and lives in Horley, Surrey. She operates all year round, from 7.30am to 5.30pm, Monday to Thursday, except for family holidays. The childminder provides funded early education for two- and three-year-old children. She occasionally works with an assistant.

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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 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

27 August 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

27 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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