Moore, Natalie Jayne

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 are warmly welcomed to the childminder's home. They demonstrate that they feel safe and secure as they seek comfort from adults' cuddles when they need reassurance. Children happily seek out interactions from the childminder and her assistants and demonstrate that they thoroughly enjoy their time in her care. They learn to be kind to each other and take turns. Children behave well. Independence is promoted well by the childminder and her assistants. They ensure that care routines ensure children's dignity.

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The provision is good

The curriculum supports children to learn about the world around them. Children spend time outdoors and enjoy watching the tractor in the fields from the garden. The childminder uses this interest as a way to support children to learn about the world around them. Together, they track the activity and reflect on what the tractor does at different times of the year. Children's interests are carefully considered in the planning and resources. This helps children to engage well in their chosen activities.

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need to do better?

n The childminder manages her assistants well and demonstrates good leadership skills. She supports them with training and keeping up to date. Communication is effective between them as they share information about children. This has a positive impact on children's experiences and demonstrates good partnership working. n The childminder is keen to provide a curriculum that supports children to be confident, happy and emotionally prepared for their move to school. She uses observations, regular assessment and children's interests to plan her curriculum. The childminder's curriculum supports children's development across the areas of learning. She makes the most of opportunities that arise, for example organising a visit from the vet to coincide with times the children are with her. n There is good support for children to develop their independence and self-care skills in preparation for moving on to school. For example, children wash their

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need to do better?

hands, using a step provided by the childminder that enables them to reach the sink, promoting hand-hygiene routines. The childminder is proactive in making links with other professionals. She invites teachers into her setting as children prepare to go to school and shares information with other professionals who also care for children. These partnerships help support children as they transition to school. n The childminder uses everyday routines such as snack time as an opportunity to support children's all-round development. Children learn about a healthy lifestyle in a variety of ways, such as through exercise and the foods and snacks they eat. They enjoy fresh fruit at snack time and help themselves to water

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need to do better?

18 September 2024 throughout the day. Younger children receive support as they try and cut their fruit at snack time. The childminder uses these opportunities to model good language and introduce new vocabulary to children as they sit together and eat. This promotes opportunities for children to develop a range of skills and learning during their regular routines. n The childminder works hard to ensure that planned activities are based on children's needs, interests and next steps. Although older children engage well with these activities, the childminder does not always identify when younger children are struggling and need some support. This does not support all younger children's learning effectively during some planned activities. n Parent partnerships are highly effective. Parents are complimentary about how well the childminder and her assistants work together and say they have built trusting relationships with them. Parents give positive feedback that

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need to do better?

communication with the childminder is consistently high. They say they are well informed about children's care, learning and development, and supported to continue children's learning at home.

p.3

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.

p.3

should:

n focus more intently on the identified learning intentions for younger children during planned activities to fully support their progress.

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Setting details

Unique reference number EY553135 Local authority Surrey Inspection number 10362736 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 10 Number of children on roll 16 Date of previous inspection 31 January 2020

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Information about this early years setting

The childminder registered in 2017. She lives in Tadworth, Surrey. The childminder operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers government funded places for children aged from nine months to four years. She holds a level 3 childcare qualification.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision. n The childminder spoke to the inspector about children's learning and development, with a focus on communication and language. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder showed the inspector the premises and discussed how they ensure that all areas are safe and suitable for children to use. n The inspector observed the interactions between the childminder, her assistants and children.

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Inspection activities

18 September 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

18 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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