Tuite, Helen Mary

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 creates a warm and nurturing environment where children feel happy, safe and secure. She builds strong relationships with each child from the outset, which fosters a sense of trust and connection. Children demonstrate a positive attitude to learning and eagerly engage in the range of activities she provides. For instance, they take great joy in making collages with the natural materials they have collected from the garden. The childminder provides younger children with gentle support to use tools, such as glue sticks. Consequently, they stay focused and engaged for extended periods. This approach enhances their attention and concentration skills.

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The provision is good

The childminder's curriculum places a strong emphasis on children's personal, social and emotional development. For example, children eagerly participate in musical activities. They laugh, giggle and express themselves as they dance and move their bodies in different ways. Children persevere and have a go at playing simple tunes on the piano. They show determination and delight in their accomplishments. These experiences help to enhance their confidence and self- esteem.

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The provision is good

The childminder sets high expectations for children's behaviour. She encourages them to participate in tasks such as tidying away toys after they have finished playing with them. She gently reminds children not to climb on furniture and takes time to explain the reasons behind these rules. This fosters their understanding of personal safety and helps them develop a sense of responsibility.

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need to do better?

n The childminder plans a wide and varied curriculum. She knows what children know and can do, and she uses this information to plan for their next steps in learning. For example, the childminder introduces the concept of size and shape as children count and build towers. This helps children to develop a deeper knowledge of additional mathematical ideas. n The childminder recognises the importance of supporting children's communication and language skills. She demonstrates this as she creates opportunities for children to express their ideas at their own pace. For instance, as children of different age groups enjoy craft activities, she encourages older children to share their experiences of gathering natural materials from the garden the previous day. However, at times, she does not adjust her teaching to support the emerging speech and vocabulary development of the younger children. n Children develop their physical skills effectively. For instance, the childminder

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need to do better?

takes them to local parks where they learn to take safe risks and practise new

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need to do better?

6 November 2024 skills on larger play equipment. Children delight in crawling through tunnels. They show good coordination skills and delight in throwing and catching balls with the childminder. n The childminder acts as a good role model for children. She is calm and patient and speaks to children with respect. She encourages them to be kind and supports them in learning right from wrong. For instance, during minor disagreements, she gently encourages them to share and offers alternative solutions. This helps children begin to appreciate the needs and feelings of others. n The childminder introduces children to the cultures of people around the world. For instance, she organises activities and experiences that give children opportunities to explore various festivals and celebrations. Children have access to books and resources that support their understanding of the rich diversity of the world. This helps to broaden their knowledge of different cultures and

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need to do better?

communities. n The childminder provides plenty of opportunities for children to practise their self-care skills. For example, children enjoy pretend play and excitedly dress up in their favourite costumes. With support from the childminder, they have a go at doing up zips and buttons. This builds on the skills they need in preparation for school. n Partnership with parents is good. The childminder provides them with regular updates on their children's progress, such as through face-to-face discussions and digital media. This helps parents to support and extend their children's learning at home. Parents speak highly of the care their children receive and the progress they make. n The childminder consistently reflects on her provision and makes positive improvements that benefit children. She has recently adapted her environment to ensure that children can make even further independent choices in their play.

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need to do better?

The childminder completes mandatory training, such as paediatric first aid and child protection. She networks with other childminders to share good practice. This helps her to keep up to date with latest guidance and legislation.

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 interactions with younger children to continually support and enhance their speech and vocabulary development.

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Setting details

Unique reference number 121313 Local authority Surrey Inspection number 10367104 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 3 Date of previous inspection 5 February 2019

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Information about this early years setting

The childminder registered in 1999. She lives in Hindhead, Surrey. The childminder operates all year round, from 7.30am to 5.30pm, Tuesday to Thursday. She offers funded early education for two-, three-, and four-year-old children.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children communicated with the inspector during the inspection. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector took into account the written views of parents. 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

6 November 2024 6 November 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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