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 provides a nurturing, home-from-home environment for children. She is very caring and attentive to their individual needs. Children build close bonds with the childminder and show they feel very comfortable in her care. The childminder works in close partnership with parents to build positive relationships with them and their children. She discusses children's interests and care routines before they start at the setting to help her understand how to best support them. The childminder successfully assesses what children can do and plans a range of exciting activities that she knows will stimulate their interests and motivate them to learn. For example, children have fun making Halloween cookies. They enjoy using their hands to mix the ingredients together and explore the different textures. Children focus for good periods of time during activities and follow instructions well. The childminder praises children for their effort and achievements, which

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The provision is good

helps to support their confidence and self-esteem.

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The provision is good

The childminder has high expectations of children's behaviour. She actively teaches children how to take turns and share resources. For example, she role models to children, saying 'my turn' and 'your turn'. Children learn to care and respect the environment. They confidently tidy away resources and enthusiastically complete small tasks for the childminder. This gives them a sense of responsibility and builds their independence skills.

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need to do better?

n The childminder plans a well-designed curriculum that engages children in purposeful learning opportunities. She has a clear understanding of their interests and plans activities focusing on what they need to learn next. Consequently, children make good progress in their development. n Children are beginning to identify, name and match colours. The childminder encourages children to count in their play and routines. This supports them to build on their early mathematical knowledge. n Overall, children benefit from a language-rich environment. The childminder interacts positively with children. She provides a narrative for children as they play and introduces new words to help extend their vocabulary. However, on occasions during activities, the childminder does not always give children sufficient opportunities to extend their thinking skills. For example, she asks lots of questions in quick succession and does not always give children enough time

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need to do better?

to think and respond. n The childminder supports children's growing independence extremely well. She recognises the importance of developing their self-care skills in readiness for school. For example, she encourages children to learn to put on and fasten their own coats, wash their hands and help to prepare lunch. This supports children to

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need to do better?

13 November 2024 grow in confidence and prepare for the next stage in their learning. n Children benefit from various opportunities to learn about other cultures and religions. The childminder helps children to learn about the community they live in and to respect and value others. For example, they learn about Remembrance Sunday and why we have poppies when they visit a poppy display in the community, and they make their own poppies. n The childminder supports children to learn about healthy lifestyles. She teaches children the importance of healthy eating and encourages good hygiene practices. The childminder works closely with parents to ensure that packed lunches contain a variety of healthy meals and snacks. Children have many opportunities to be physically active. This helps to promote their good health. n The childminder has built strong relationships with parents and shares information daily. Parents speak highly of the childminder and say their children

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need to do better?

love attending the setting. They comment on how the childminder keeps them updated on their children's progress and they value her flexible approach. However, the childminder has not yet fully established effective partnerships with other settings that children attend. This means that there is not always consistency in information about children's care and learning. n The childminder has a strong understanding of safeguarding and completes regular training to ensure her knowledge is up to date. She carries out thorough risk assessments to ensure children's safety in her setting and when on outings. Children learn about how to keep themselves safe. For example, the childminder explains clear house rules and teaches children about road safety.

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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 practice to effectively enhance children's critical thinking skills n work more closely in partnership with other settings that children attend to provide a shared and consistent approach to children's learning.

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Setting details

Unique reference number EY431162 Local authority Surrey Inspection number 10367408 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 1 Date of previous inspection 7 February 2019

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Information about this early years setting

The childminder registered in 2011. She lives in Warlingham, Surrey. She operates Tuesday and Wednesday, from 9am to 4pm, for most of the year. The childminder has early years teacher status.

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Inspection activities

n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education being provided and assessed the impact this was having on children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Parents shared their views on the setting with the inspector. n The childminder provided the inspector with a sample of key documents 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

13 November 2024 13 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

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

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