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 nurturing childminder creates a warm and welcoming environment where children are happy and feel at home. Children form strong bonds with the childminder, approaching her for cuddles and comfort throughout their day. This helps children to feel loved and encourages their curiosity to learn. The childminder follows the children's lead and joins in with their play. For instance, during outdoor play, children giggle with glee as they open and shut the playhouse door to play a game of peekaboo with the childminder.

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The provision is good

The childminder devises a well-sequenced curriculum that supports children to make good progress from their starting points. She offers bespoke settling-in sessions that are tailored to individual children's needs. The childminder gathers information from parents before children begin at the setting to help plan her curriculum. The curriculum for physical development is also well planned. Children enjoy plenty of active play, including riding push-along bicycles outdoors and bouncing on a trampette. Children demonstrate high levels of engagement as they attempt to kick and throw balls with the childminder. They giggle with delight as they successfully catch the ball.

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The provision is good

The childminder is a positive role model. She has high expectations of all children. For instance, she reminds children to share and take turns with the resources. Children are kind and helpful. For example, they select toys and resources for themselves and help to tidy up when they have finished playing.

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need to do better?

n The childminder is highly reflective of her own practice and is keen on developing her skills. She uses professional development to build her knowledge and improve her practice. For instance, she has recently attended Makaton training to support all groups of children to develop their language skills. Children are becoming confident communicators. n Partnership with parents is effective. The childminder understands the importance of working in partnership with parents and other professionals. Parents describe the 'hugely positive impact' the childminder has on their children's confidence and communication skills. The childminder makes full use of the relationships she has formed to encourage continued learning in the children's homes. n The childminder supports children's language skills well. She continually narrates children's play and uses interesting vocabulary. For example, as children play with role-play food, the childminder points out 'pepperoni' on the pizza. She

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need to do better?

explains to the children that it is a type of meat and can be used as a 'topping' on pizzas. This helps to develop children's thinking skills and extends their range

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need to do better?

9 September 2024 of vocabulary. n The childminder helps children build their knowledge of early mathematics. For instance, she demonstrates how to sort plastics bricks into groups. Children thoroughly enjoy sorting the bricks by colour. The childminder extends children's learning by helping them to think about which colour has the most bricks. Children practise and develop their counting skills. n Children behave well. The childminder gives them clear boundaries and gentle reminders about the expectations for their behaviour. For example, children are encouraged to use good manners, such as please and thank you. n Children are enthusiastic learners and develop positive attitudes to their learning from a young age. Children illustrate this as they work out how to sort stacking cups by size. They begin to learn mathematical concepts, such as big and small. Children concentrate well as they begin balancing the stacking cups on top of

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need to do better?

each other. They show pride in their achievements by clapping their hands. n The childminder provides parents with information about what to include in packed lunch boxes. This help ensure that children receive a healthy and balanced diet. Children develop their independence skills by feeding themselves. However, the childminder does not consistently remind children to wash their hands before eating to embed good hygiene routines. This does not encourage children to develop a secure understanding of how to keep themselves safe from germs. n Children enjoy activities in the local community, such as visiting a local petting farm to build on their interest in animals and to explore nature. However, the childminder does not always provide children with opportunities to help them gain a deeper understanding of diversity. This does not help children to extend their learning further in relation to the wider world.

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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 support children to consistently follow good hygiene routines and understand how this links to keeping themselves healthy n increase opportunities that support children's awareness of other cultures, traditions and ways of life beyond their immediate family.

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Setting details

Unique reference number EY497217 Local authority Surrey Inspection number 10351373 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 30 October 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Guildford, Surrey. The childminder offers care from Monday to Friday between 8am and 5pm, throughout the year. She has a recognised childcare qualification at level 2. The childminder is able to provide funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder provided the inspector with a sample of key documentation. n The childminder spoke to the inspector about children's learning and development. n The inspector spoke to children to find out about their time at the setting. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the childminder 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

9 September 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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