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 warm, welcoming and nurturing environment for all children. She builds very positive and trusting relationships with them. The strong bond between children and the childminder shows that they feel safe and secure. The childminder is calm, caring and sensitive in her nature. She is a positive role model to children as she consistently encourages positive behaviour and good manners. The childminder always praises children for their achievements to help to support their self-esteem. Children show enjoyment and high levels of concentration as they eagerly join in. They have a very positive attitude to their learning. For example, children keenly mix lentils and oats using scoops and bowls, smiling and laughing as they sprinkle oats around the tray.

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The provision is good

The childminder follows children's lead and interests when planning opportunities and experiences for them. She plans lots of outdoor activities to help to promote children's sense of self in the local community, good health and social skills. For example, the childminder plans regular trips to historic houses to help children learn about the world around them. They enjoy weekly toddler groups and regular forest school sessions. This means that children access a variety of opportunities that they may not have necessarily experienced before, which enhances their learning experiences very well.

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The provision is good

Children settle happily in this warm, caring home. The childminder values each child highly and takes the time to get to know their interests and personalities. She links activities to their interests and this helps new children to settle well. The childminder has high expectations of children and manages their behaviour effectively. She uses praise to encourage positive behaviour. Children behave well.

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need to do better?

n The childminder has a strong understanding of child development and how young children learn. She uses her observations of children's achievements to plan well for their overall learning. This helps ensure that all children make progress in their development and learning. The childminder is swift to share her findings with parents and seeks out additional support to further children's learning. n Children have access to a variety of resources, which they confidently explore. The childminder provides children with opportunities to investigate resources that they may not normally have in their home environments. For example, children explore play dough with natural objects to produce marks and develop fine motor skills. The childminder uses children's interests to further their learning. For example, children show an interest in the inspector's laptop after previously playing with old laptops and phones. They know to look at the screen

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need to do better?

25 November 2024 to see words appear when they are being typed. n Children demonstrate effective non-verbal communication skills. The childminder knows the children well and has a good understanding of their individual gestures and requests. She asks open-ended questions and allows children plenty of time to respond. The childminder clearly emphasises key and new words in her interactions to help enhance children's understanding and language skills. n The childminder gathers information about children's interests and starting points of learning from parents. Generally, she tailors the curriculum to meet the individual needs of the children. The childminder plans activities that she knows children will enjoy and provides them with challenges. However, at times, she does not consider the needs of the babies, which results in them not always engaging in play. This means that babies do not benefit from the same broad

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need to do better?

range of activities as older children. n Children remain safe in the childminder's care. She uses age-appropriate equipment when at home and on trips out and discusses the importance of monitoring children closely while they eat and sleep. The childminder has robust safeguarding knowledge and confidently discusses how she may identify if a child is at risk of harm and how to access appropriate help. n Professional relationships with other childcare providers are strong. The childminder successfully exchanges information with other childcare providers when they share the care of children. This provides consistency for children's learning. The childminder reflects on her practice and evaluates the effectiveness of her provision. n Children are developing a love of books and reading. Young children have established firm favourites and eagerly sit with the childminder to look at these. They remember some of the key vocabulary, and the childminder maintains their

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need to do better?

interest as she encourages them to explore the different textures in the illustrations.

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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 the curriculum for babies to plan experiences more precisely to build on their learning.

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Setting details

Unique reference number 121654 Local authority Surrey Inspection number 10367307 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 4 February 2019

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Information about this early years setting

The childminder registered in 1998 and lives in Dorking, Surrey. She works Monday to Thursday, all year round, from 7.30am until 5.30pm. The childminder provides funded early education for two-, three- and four-year-old children. She holds an appropriate childcare qualification at level 3.

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Inspection activities

n The childminder explained her intentions for the children's development and how she plans and implements the educational programme. n The inspector observed the interactions between the childminder and children. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n Parents and children 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

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

25 November 2024 25 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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