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

p.1

The provision is good

The childminder creates a nurturing welcoming environment. Children are extremely happy and confident in the childminder's care. For example, they eagerly greet visitors and introduce themselves. The childminder recognises the importance of developing children's social skills. She plans her curriculum to include various trips away from the setting, supporting children to socialise with other children. For instance, they attend 'rhyme time' at the local library. Furthermore, the childminder plans outings with local childminders to collect autumn leaves for their activities. This helps children to develop their self-esteem and confidence.

p.2

The provision is good

The childminder promotes children's language skills very well. She regularly sings songs with children and models language during play. The childminder introduces new words, such as 'shiny' and 'crunchy', as children describe the texture of autumn leaves. The childminder develops children's love of stories from an early age. Children snuggle in and recall the sequence of a story about an acorn. They listen intently and repeat unfamiliar words. This helps develop children's listening and speaking skills.

p.2

The provision is good

The childminder has high expectations of children's behaviour. She is a positive role model, who treats children in a respectful manner. This helps children feel valued. As such, children behave very well and demonstrate a good attitude to their learning.

p.2

need to do better?

n The childminder supports children to develop their independence skills in preparation for their next stage in learning. For example, she encourages them to use cutlery when eating and to help tidy away the toys when they have finished playing with them. Young children become increasingly competent and show very good levels of independence. n The childminder has developed a good curriculum based on children's interests. She focuses on supporting children's social, emotional and communication skills as well as their physical development. This helps children to build the skills they need to support their future learning. However, at times, the childminder introduces too many ideas at once to children and therefore does not always precisely target what they need to learn next. This means she is not always able to focus her teaching on the precise learning intentions to help them make the best possible progress.

p.2

need to do better?

n Children's literacy skills are supported well. The childminder carefully selects stories that link to the curriculum theme. Children have easy access to a wide range of books. The childminder supports children's early writing skills. For instance, children participate in mark-making activities, such as printing with

p.2

need to do better?

25 October 2024 paints. n The childminder is skilful at supporting children's emotional development. As children look at the different characters in their favourite stories, she talks about how they may be feeling. This helps children understand different emotions. n Children begin to learn early mathematical concepts. For example, the childminder introduces counting while children build and construct towers with blocks. They are becoming confident in counting to 10. n The childminder teaches children about good hygiene routines, such as washing their hands before mealtimes. She reminds children to drink water regularly. This helps children to develop healthy habits. n The childminder provides plenty of opportunities for children to learn about growing fruit and vegetables. For example, children have recently been involved in growing sweet corn in the childminder's allotment. The childminder shared the

p.2

need to do better?

crop of sweet corn with parents to cook at home. This deepens children's understanding about where foods come from and healthy eating. n Children's behaviour is very good. The childminder recognises children's individuality and provides personalised care and education. As such, children are motivated and demonstrate a positive attitude to learning. n The childminder seeks a range of information from parents before children attend. This includes details about children's home routines and development. She uses this information to make initial plans for children's learning. In addition to verbal feedback at the end of the day, she shares her planned next steps for children's learning. This enables parents to continue children's learning at home. Parents are pleased with the progress their children have made, in particular their children's communication skills. n The childminder has continued her professional development. She liaises with

p.3

need to do better?

other childminders and completes online training courses. For example, she has recently reviewed her learning environment. This has enabled her to organise it more precisely to better support children's learning.

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 teaching to precisely target the skills children need to learn next.

p.3

Setting details

Unique reference number EY538768 Local authority Surrey Inspection number 10367682 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 6 Date of previous inspection 19 February 2019

p.4

Information about this early years setting

The childminder registered in 2016 and lives in Ashford, Surrey. She operates from 8am to 6pm, Monday to Friday, all year round, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 2. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder took the inspector on a learning walk and discussed the curriculum. n The childminder spoke to the inspector at convenient times during the inspection. n The inspector observed the quality of education and discussed the childminder's practice. n The inspector reviewed evidence of suitability checks on household members. n The childminder and the inspector evaluated an activity together and discussed the teaching and learning for children. n The inspector viewed relevant documentation, including the safeguarding procedures.

p.4

Inspection activities

25 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.

p.4

Inspection activities

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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6