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, enthusiastic learners who relish taking part in musical activities. They eagerly choose an item from a bag and enjoy singing and dancing to familiar rhymes. Children giggle and squeal with delight as the childminder skilfully uses props, such as a fan and spray bottle to represent wind and rain. This engages children in the activity and helps to develop their listening and attention skills.

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The provision is good

The childminder recognises the importance of children developing good fundamental physical skills. She consistently provides activities to promote children's fine and gross motor skills. For example, children use resources such as tongs and tweezers to pick up cotton wool balls to develop their fine motor skills. They climb on frames and tyres to develop their gross motor skills, balance and coordination. This helps children make good progress with their physical development.

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The provision is good

Children work together to complete tasks, such as tidying toys away and laying the table for mealtimes. The childminder is a positive role model and praises children for good behaviour. She encourages children to share toys and supports them to play cooperatively. For example, children kindly hand a torch to their friend so they can join in with a game. They learn to play and interact effectively with their peers.

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need to do better?

n The childminder completes training courses to support her professional development and inform her practice. For example, she has completed a mathematics course to help her understand how to teach children mathematics skills effectively. This includes taking every opportunity to count objects and promote an understanding of numbers, values and amounts. For instance, children count the number of plates they need for snack time. This helps to introduce numbers and support early mathematics skills. n Through observation and assessment, the childminder identifies children's starting points and plans for their next steps in learning. She shares this information with parents and further supports home learning by providing books and activities for children to enjoy at home. This supports a continuity in learning and strengthens partnerships with parents. n Parents provide positive comments and are happy with the care and support the

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need to do better?

childminder provides. She speaks with parents every day at drop off and collection times and shares details of activities through a messaging app. Parents are happy with the progress their children are making and appreciate the support the childminder provides. As a result, relationships with parents are good. n The childminder provides activities to promote curiosity. For example, children

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need to do better?

26 November 2024 enjoy playing with water and real teapots. They enthusiastically pour water and persevere to fill a metal pot. To further extend the activity, the childminder encourages children to use knives and helps them to cut a variety of fruit. Children are keen to explore the fruit, squeezing the juices into the water to mix and use in their play. This helps children engage in the activity and develop their concentration skills. n The childminder supports children's communication skills by repeating words they say. She encourages children to talk and use their voices to express their needs and build their confidence in social situations. However, at times, the childminder does not fully extend children's language skills. For example, on occasion, she does not recognise opportunities to reinforce keywords or introduce new exciting words to extend children's vocabulary further. n Children have opportunities to celebrate their cultural backgrounds and learn

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need to do better?

about differences. The childminder uses a variety of diverse resources in everyday play to help children understand what makes them unique. This includes toys that represent disabilities and different cultures, which help children learn about the world they live in. n Literacy skills are supported well. Children snuggle with the childminder and listen intently to their favourite stories. She provides a cosy corner for children to relax and look at books independently. This helps to promote reading and encourages children to develop a love of books. n Early mark-making skills are supported well. The childminder encourages children to experiment with a variety of resources to develop their early writing skills. For instance, children use rollers and large paint brushes to make marks on the fence with water. This helps to develop children's muscles and coordination skills in preparation for future writing.

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need to do better?

n The childminder promotes independence and encourages children to complete tasks for themselves. This includes learning to put their own shoes and coats on. At snack time, children attempt to butter their own toast. The childminder provides support by demonstrating and encouraging children to persevere and keep trying. This helps children build resilience and develop life skills.

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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 strengthen support for children to build on their early communication skills and vocabulary.

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Setting details

Unique reference number EY479167 Local authority Surrey Inspection number 10363829 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 5 Date of previous inspection 10 January 2019

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Information about this early years setting

The childminder registered in 2014 and lives in Redhill, Surrey. She provides childcare from 8am to 6pm, Monday to Friday, for most of the year. The childminder receives government funding for children who are eligible and very occasionally works with an assistant.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector carried out a joint observation of an outdoor activity. 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

26 November 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

26 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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