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 childminder is warm and affectionate. Children are happy and form strong bonds with the childminder. They laugh and smile in delight as they snuggle with the childminder on the sofa to listen to stories. This gives children reassurance and helps them to feel safe.

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The provision is good

The childminder tailors the curriculum around children's learning needs and follows their interests. Children show curiosity as they explore pumpkins, such as the texture, seeds and flesh of the pumpkin. The childminder encourages children to develop their communication and language skills. She builds on children's vocabulary by repeating words back so that they can hear them pronounced correctly. For example, she repeats the words 'tap, tap, tap' as they tap utensils on the base of the pumpkin. They develop their skills well. Children show positive attitudes to learning and are proud of their achievements. Children are introduced to simple counting and mathematical language in their everyday activities and through play. For example, the childminder regularly counts, uses positional language and identifies shapes while playing.

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The provision is good

Children learn to socialise with others and gain confidence in social situations. They regularly visit local playgroups to mix with a larger group of children. Children are treated with kindness and patience by the childminder. She is a good role model and encourages children to display kind and caring behaviours to each other. The childminder provides clear and realistic expectations to help children begin to manage their behaviour.

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need to do better?

n The childminder has an accurate view of what children already know and what they need to learn next. She puts appropriate support in place to meet children's individual needs. For example, she provides a sensory bag tailored to the needs of individual children to help them regulate their behaviour. The childminder gathers valuable information from parents about children's starting points and assesses their ongoing learning. This helps all children, including those with special educational needs and/or disabilities, make good progress in their communication and language skills and in their physical, social and emotional development. n The childminder places a high focus on helping children become confident communicators. For example, she uses basic sign language as well as spoken words. Children copy these signs and quickly make their needs and wishes clearly understood. For example, children learn to confidently sign 'more' and

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need to do better?

'finished' in everyday conversations. n The childminder generally organises transitions from one activity to another well.

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need to do better?

25 October 2024 For example, she tells children what to expect and when activities are finished. However, the childminder does not consistently support all children to understand what is happening next. For example, she does not always allow enough time for all children to process what is being asked of them before moving on. This means some children do not get time to finish their play before moving on to the next activity. n Parents are very complimentary of the childminder and the care their children receive. They are pleased with the progress their children make. Parents comment that they are kept informed regularly about their children's day-to-day activities and progress. Parents praise how well children settle in and how quickly they establish a secure relationship with the childminder. They report the childminder 'showers them with love on a daily basis'. n The childminder establishes positive partnerships with other settings that the

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need to do better?

children attend. She communicates regularly and effectively with them. For example, she shares relevant information about the progress and development children make. This helps to ensure consistency in their care and learning. n The childminder encourages children to live healthy lifestyles. She ensures that children have healthy and nutritious meals, and supports children to develop an understanding of good oral health. For example, children practise brushing teeth using oral health resources. Children enjoy regular exercise outdoors, wash their hands and understand the need for rest times when they are tired. n The childminder reflects well on the service she provides and identifies aspects of her practice to improve on. The childminder ensures that statutory training is updated. This helps to keep her knowledge and practice up to date and to continuously improve her provision. She continually seeks to extend her

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need to do better?

professional knowledge and skills further. For example, she is learning British Sign Language and incorporates the signs into her teaching.

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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 practice so that transition times, and changes in routines, are supported consistently to help children process what is happening next.

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Setting details

Unique reference number EY554137 Local authority Surrey Inspection number 10360074 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 5 Number of children on roll 3 Date of previous inspection 6 December 2018

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Information about this early years setting

The childminder registered in 2017 and lives in Chertsey, Surrey. She works from Monday to Friday, from 7.30am to 6pm, for most of the year. The childminder holds an early years qualification at level 5. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about the children's learning and development, with a particular focus on communication and language. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

25 October 2024 25 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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