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 Not applicable

p.1

The provision is good

The childminder has a nurturing and friendly approach. She develops caring relationships with children. This helps them to feel safe and settle quickly. The childminder's curriculum helps to promote children's personal, social and emotional development. She regularly praises children, helping to build their confidence and self-esteem. Children's behaviour is good. They are developing the skills of turn- taking and managing their emotions.

p.2

The provision is good

The childminder responds to children's views and wishes, allowing them to lead their play. Children eagerly explore the range of resources available to them. For example, children excitedly choose dressing-up costumes, such as princess dresses with wands and tiaras. The childminder provides opportunities for children to engage in a wide variety of imaginative play. For instance, children push dolls around in prams and pretend to make meals using a toy food truck.

p.2

The provision is good

The childminder has developed a curriculum that focuses on giving children opportunities and experiences. For example, the childminder takes children on daily outings to a variety of places in the local community, including local stay-and-play groups, music sessions and soft-play centres. These provide children with opportunities to socialise with others and learn about the diverse world around them. This contributes to a broad and well-planned curriculum across all areas of learning.

p.2

need to do better?

n The childminder has a wealth of experience that she brings to her role. She has a strong understanding of the needs of each individual child that attends her setting. She monitors the children's progress to identify the next steps in their learning and development. The childminder keeps her knowledge and skills up to date by engaging in professional development opportunities and networking with other childminders. n The childminder shares information with other settings that the children attend to support their ongoing learning. She works closely with parents to provide a consistent approach to supporting children's behaviour. Parents are very happy with the care their children receive. They praise the childminder's communication, her 'energy' and 'bubbly' approach. n The childminder supports children to practise their developing physical skills. For example, she encourages the youngest children to climb on soft-play equipment

p.2

need to do better?

and slide down. This helps them to develop their balance and coordination. In addition, the childminder provides children with activities that promote their fine motor skills, such as mark making and crafts. n It is evident that the childminder's gentle and kind approach has helped to

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need to do better?

29 October 2024 develop a homely environment where children thrive. Children show positive attitudes to learning. They play cooperatively and are kind to each other. In particular, older children are exceptionally nurturing and helpful with their younger friends. n The childminder reads to children with expression and enthusiasm. She uses props, such as small figures, alongside the book. This helps to keep children focused and engaged. While reading, the childminder asks appropriate questions. This helps children to develop their literacy skills, and communication and language. However, the childminder does not consistently use clear and simple language to help the youngest children make the best possible progress with their emerging speech. n The childminder has a good understanding of what she wants children to learn through her planned activities. For example, she identifies that when reading stories she is aiming to build their ability to focus. However, the childminder has

p.2

need to do better?

not fully considered how to extend and develop children's learning during times when children are engaged in free play. n When children first start at the setting, the childminder gets to know children well through an effective settling-in process. She maintains open communication with parents. This helps to ensure that individual children's needs are well known and supported. n The childminder ensures children's dignity when carrying out care routines. She talks to them throughout, providing reassurance. The childminder has good hygiene measures in place to prevent the spread of infection. n Children learn about the benefits of healthy eating. The childminder provides children with healthy, balanced meals. She gently encourages them to try new foods before they move on to the next part of the meal. The childminder encourages children to remain at the table and wait for their friends to finish. This helps teach children positive social skills.

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 focus on modelling clear and simple language to further support children's developing speech, particularly younger children n develop practice to further support children's learning during child-led play.

p.3

Setting details

Unique reference number 2681296 Local authority Surrey Inspection number 10360110 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 5 Number of children on roll 7 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder lives in Redhill, Surrey. She provides care from Monday to Thursday, from 7.30am to 6pm, all year round. The childminder holds a relevant level 3 early years qualification. She provides funded early years education for all eligible children.

p.4

Inspection activities

n The inspector observed the quality of education being provided and assessed the impact that this has on children's learning. n Parents shared their views of the setting with the inspector. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The childminder provided the inspector with a sample of key documentation on request.

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

29 October 2024 29 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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