Auld, Caroline Lesley

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

On their arrival, children beam with happiness and hold out their arms for a cuddle with the childminder. Babies and children who are new to the setting settle very quickly. The childminder has effective systems in place to help her to get to know the children well before they begin in the setting. She is clear about how to support children with special educational needs and/or disabilities. She signposts parents effectively to places where they can get additional support. The childminder has high expectations for children's behaviour. She encourages children to follow rules and boundaries. Children listen well and are learning to follow rules, such as knowing not to run indoors.

p.2

The provision is good

Children excitedly engage in a range of activities planned for them by the childminder to reflect their individual needs and personal interests. For example, children work together in the role-play kitchen and pretend to make cups of 'chai tea' for the childminder. Children benefit from trips to local places of interest, such as the library or museums, and travel on public transport. These experiences successfully enhance children's knowledge and understanding of the wider world.

p.2

The provision is good

The curriculum for physical development is well planned. Children practise their hand-eye coordination as they thread shaped beads onto a lace and play throwing and catching games with the childminder. They take suitable risks in their play. For instance, children giggle with delight as they pretend to 'zoom to the moon' by jumping up and down.

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need to do better?

n The childminder is highly reflective in her practice. She accesses training to develop her knowledge and understanding. For example, recent training has improved her understanding of how to develop the curriculum for mathematics. Following her training, she now successfully weaves maths across different activities and is skilled at introducing mathematical vocabulary. n Partnerships with parents are effective. Parents remark on the highly positive impact the childminder has had on their children. They really value the daily conversations and photos that she sends to keep them up to date. The childminder provides advice and guidance to parents on topics such as promoting children's independence at home. This helps to provide continuity in children's development. n Generally, children are developing good language and communication skills. The childminder narrates play and repeats key words that young children say, such

p.2

need to do better?

as 'watermelon' and 'apricot', as they eat their healthy snack. On occasions, however, she does not allow children time to think and respond to questions. This does not fully support their language development.

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need to do better?

16 September 2024 n Children enjoy learning about the natural world and how to take care of living things. For example, they enjoy learning about the childminder's pet chameleon and bearded dragon. The childminder enhances children's knowledge as she explains chameleons use camouflage to keep safe from predators. n Children develop increasing independence appropriate for their age. The childminder encourages children to have a go at completing small tasks for themselves. For instance, at snack time, she teaches children how to peel a satsuma and provides utensils for them to practise chopping fruit. n The childminder helps children to understand the importance of having good oral health. For instance, she introduces 'teeth cleaning' activities, helping children to learn how to clean their teeth. However, at times, the childminder does not effectively support children to gain a deeper understanding of the importance of

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need to do better?

other good hygiene routines, such as when they wash their hands. n Children are well behaved. The childminder provides high levels of praise and encouragement to boost children's self-esteem and sense of achievement. Children share toys, and, when asked by the childminder, swap their favourite ones so that their friends can have a turn. n Children are extremely enthusiastic and motivated in their play. They consistently keep trying when they come across problems. For instance, when playing in the mud kitchen, children persist in finding the right container to fill with soil to transport to the other side of the garden. The childminder extends their play as she adds water to their pile of soil to create a 'muddy puddle'. Children enjoy the sensory experience of walking and jumping in muddy puddles.

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 strengthen the implementation of the communication and language curriculum to further enhance children's speaking skills n help children to develop an understanding of how hygiene practices contribute towards good health.

p.3

Setting details

Unique reference number 2758270 Local authority Surrey Inspection number 10349516 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 9 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in Woking, Surrey. She operates all year round from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder offers government-funded places for children aged nine months to four years.

p.4

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.

p.4

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

16 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

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