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 Outstanding

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The provision is good

Children are well settled and delighted to be at the childminder's inviting home. They are enthusiastic learners, keen to show new visitors what they have been doing. The childminder knows children well and designs a curriculum that suits their ever-growing interests. For example, for children who prefer outdoor activities, the childminder organises exciting outings where they experience and explore nature first hand. Children avidly collect natural objects, such as small fallen branches, to bring back to the setting. The childminder plans innovative activities that include these items in children's creations. This supports children's engagement and curiosity well. Children make good progress overall and are suitably prepared for their next stage in education.

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The provision is good

Building warm and secure relationships with children is a high priority for the childminder. As a positive role model, she speaks to them in a calm and encouraging manner, which helps to create a productive and respectful learning environment. Children demonstrate an increasing understanding of the childminder's high expectations around behaviour. Praise is plentiful, especially when the childminder hears children remembering to say 'please' and 'thank you'. Children relish the times they help the childminder complete routine tasks, such as vacuuming after they finish playing. Children love to take on roles of responsibility and carry these out with commitment. Activities like these build children's self- belief and morale.

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need to do better?

n The capable childminder strives to create an appealing curriculum for children. She recognises that children in her care love to explore and investigate. Children show increasing levels of concentration. For example, they test out their ideas when placing balls through different-sized cardboard tubes. Children note the thumping sound as the balls hit the floor. They giggle and try to make the noise louder by using more force. In this way, children become critical and logical thinkers. n The childminder provides a language-rich environment where children's vocabulary is continually widening. She engages purposefully in conversations with children, modelling new words such as 'garlands' and 'baubles' when discussing Christmas decorations. Children begin to make links in their learning with previous ideas. This is illustrated when they relate the sound of rice being sprinkled onto a metal pot to the sound of bells chiming. As they make this

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need to do better?

connection, children joyfully sing the 'Jingle Bells' song. n Raising children's awareness of various cultures, traditions and faiths is a key strength. The childminder teaches children about her own culture. Children compare their own home traditions with the childminder's, such as for

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need to do better?

9 December 2024 celebrating Christmas. The childminder supports children to make candle holders with natural materials, which is a tradition in the Danish culture. Children talk about their family's Christmas decorations at home. They show immense pride in sharing what makes them unique. This helps to broaden children's awareness of the diversity of cultures represented at their setting. n The childminder supports children to manage their self-care needs. During mealtime routines, they independently wash their hands, rubbing in soap to make 'the germs go away'. They self-serve water from jugs and show an understanding of the importance of staying hydrated. The childminder prepares well-balanced, nutritious meals and talks to children about the effect different food groups have on their bodies. For instance, children learn that chicken helps to build their muscles. This enhances children's knowledge of how to keep

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need to do better?

themselves healthy. n The childminder is highly reflective and recognises the importance of keeping her knowledge up to date. She actively considers ways to improve her practice. For instance, she researches strategies to help promote sharing and taking turns to support children's differing needs. However, addressing children's next steps in learning is yet to be even more successful. The childminder does not liaise closely enough between herself, parents and other settings the children attend, which would ensure a more consistent approach to achieving individual children's intended learning. This means, due to the varying approaches, children do not make the best possible progress they are capable of. n Relationships with parents are trusted and strong. Parents are kept well- informed of their children's busy day with the childminder. They are complimentary about the varied activities and outings their children experience

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need to do better?

with her. Parents notice their children's progress across different areas of the curriculum. This includes children respecting others, confidently keeping up with everyday tasks and their extended knowledge of facts.

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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 build a more joined-up approach with parents and other settings the children attend to implement mutually-agreed strategies to meet children's intended learning.

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Setting details

Unique reference number EY539090 Local authority Surrey Inspection number 10368479 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 8 Date of previous inspection 21 March 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Leatherhead, Surrey. She provides care from 8am to 6pm, Monday to Thursday, all year round. The childminder provides funded early years education for children aged nine months to four years.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. 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 children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this has on the children's learning. n The inspector and the childminder carried out a joint observation of a planned group activity. n Parents shared their written views of the provision with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

9 December 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

9 December 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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