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 are happy and settle well in this homely environment. The childminder forms delightful bonds with children, who confidently seek her out for play, comfort and support when needed. She recognises that children are unique and respects their individual personalities. The childminder is attentive and responsive to children's needs. This helps children to feel listened too and valued in the childminder's care. In addition, the childminder recognises the importance of being a consistent role model to children. This contributes to children's positive behaviour and supports them to quickly form positive friendships with other children.

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The provision is good

The childminder plans a variety of stimulating activities. These are based on children's own interests and immediate fascinations and promote their ongoing development. As such, children are quick to become absorbed in their own play experiences, which are skilfully extended by the childminder. For instance, the children spot dewy spider webs on their morning walk. The childminder provides opportunities for them to make their own spiders as they talk about the webs they have seen. She extends their knowledge about spiders as they learn how many legs spiders have. Children then excitedly take their individually made 'wibbly wobbly spiders' on a walk to the park. They eagerly spot more webs and real-life spiders in the natural world around them. These opportunities mean children are captivated in their explorations as they make real-life connections in their learning.

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need to do better?

n The childminder provides a curriculum that sparks children's natural curiosity and incorporates all seven areas of learning. Children are enthusiastic and independently access a range of activities and play experiences. The childminder knows what children can do and remember, and what she wants to teach them next and why. She continually focuses on children's individual development, enabling all children to make good progress in their learning. n The childminder recognises the importance of children being physically active and developing a positive sense of belonging in the wider community. They go on regular walks and planned outings, and they attend local playgroups where they meet other children. This supports children's growing understanding of the world they live in and further develops their social skills. n Children's communication and language are of high importance. The childminder actively joins in with children's play and engages in back-and-forth conversations

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need to do better?

with them. She introduces new words, such as 'diamond' and 'fabulous,' which the children practise pronouncing as they expand their growing vocabulary. This supports all children to become confident communicators. n Generally, the childminder teaches children how to keep themselves safe. She gives gentle reminders and clear explanations as to why she has asked children

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need to do better?

18 October 2024 to do something. For example, she asks children what they need to do to show they are ready to set off on their walk. Children listen intently and respond well as they eagerly hold onto the side of the buggy. This supports children's own knowledge of keeping themselves safe. However, the childminder does not plan opportunities to help children learn about online safety when accessing devices at home. This does not fully support their understanding of how to keep themselves safe when accessing the internet. n The childminder models the use of mathematics in children's everyday play. She is skilful at reinforcing counting and helping children to notice shapes and patterns in the environment. Furthermore, they have opportunities to learn about other mathematical concepts, such as weight and balance. For example, as children explore the see-saw, the childminder talks about how they weigh the

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need to do better?

same when the see-saw remains level. The childminder helps children to explore what happens when they add more weight to one side. This results in the see- saw moving up and down as it becomes heavier on one side. These opportunities mean children are acquiring early mathematical knowledge in preparation for later learning. n The childminder communicates well with parents. She has arrangements in place to keep parents well informed about their child's day and progress. Parents report fondly of the care and learning their children receive. However, there are no arrangements in place to liaise with other settings that children attend. This means that the useful knowledge and information the childminder has regarding children's care and learning is not shared to support a consistent approach for children. n The childminder has high expectations of children's behaviour. She models these expectations positively and applies a calm and consistent approach. This

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need to do better?

supports children's growing understanding of behavioural expectations as they learn right from wrong.

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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 enhance the curriculum to include opportunities for supporting children's understanding of keeping themselves safe online n build links with other settings children attend to provide greater consistency in children's learning and care.

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Setting details

Unique reference number EY297964 Local authority Surrey Inspection number 10364037 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 10 Date of previous inspection 22 January 2019

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Information about this early years setting

The childminder registered in 2004. She lives in Epsom, Surrey. She operates Monday to Friday, 9am to 5pm, term time only. The childminder provides funded early education for children aged nine months to four years.

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Inspection activities

n The childminder and inspector discussed how the childminder organises their early years provision, including the aims and rational for their curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector joined the childminder and children on a short outing during the inspection. n The childminder and inspector took part in a joint observation of a planned activity. n Children communicated with the inspector during the inspection. n Parents shared their views of the childminder with the inspector.

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Inspection activities

18 October 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 October 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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