Mead, Rachel

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 thoroughly enjoy their time with this enthusiastic childminder. They settle with ease in the warm and inviting environment. Children receive spontaneous cuddles of affection from the childminder. They happily giggle and chat with her, feeling comfortable and secure. Strong caring bonds are built this way, which nurture children's confidence to participate in new things.

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The provision is good

The childminder has a good understanding of how children learn. She is committed to planning engaging activities that support children's investigation skills. For example, children listen to the sound of rice being sprinkled on a tray and associate it with rain falling to the ground. Their natural curiosity is further ignited when they test out what the falling rice sounds like on other surfaces. This shows children are inquisitive learners.

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The provision is good

Well-established routines are in place, which help children know what is happening next. Children impressively show their familiarity of the childminder's high expectations when they independently tidy away their toys after playing with them. They know exactly where each item is stored. Children show good manners and willingly say 'please' when they want something, and 'thank you' when they receive it. They behave very well.

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need to do better?

n The childminder is proactive in gathering the views of parents to help evaluate and improve her provision. She frequently meets up with fellow childminders. They work in partnership to share updates, information, ideas and good practice. The childminder shares photographs and videos of children's past experiences, with parents. These help to prompt children's recall of previous adventures. This approach supports children's continuity in their learning. n Developing children's communication and language skills is given a high priority. The skilful childminder uses every opportunity to hold discussions with children and introduce new language. This is illustrated during a cooking activity, when children hear words, such as 'whisk', 'crack' and 'stir'. They notice the egg mixture drop from the whisk and say, 'it's dribbling'. This shows children's improving ability to apply new words in context. n The childminder provides activities to promote children's physical skills. Children

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need to do better?

learn to climb, run and jump at local parks. The childminder supports children's fine motor skills, such as when they carefully crack eggs when helping the childminder prepare lunch. Activities like this, help strengthen children's small muscles in their hands in preparation for early writing. n The childminder offers an interesting and varied curriculum. She regularly assesses children's learning and uses this information to identify what they need

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need to do better?

23 December 2024 to learn next. Activities are planned with specific learning intentions in mind. For example, the childminder supports children to develop their scissor skills. She observes them attempting to use large scissors, which proves too difficult for them. Subsequently, the childminder explains why using smaller scissors may be better. Children try this and successfully snip away, beaming as they experience a sense of achievement. n Children show great imagination and concentration. They particularly love to invent new things. For instance, children focus well when manipulating playdough and using various tools to make pretend food. The childminder joins in children's imaginative play. However, occasionally, she overly directs children's artwork. For example, she instructs children to follow her steps to produce a design that she has previously made. This minimises opportunities for children to

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need to do better?

fully develop their individual self-expression and artistic ideas. n Various cultures and diversity are promoted well in the setting. Children learn about similarities and differences between their own ways of life and those of others. For example, those children who belong to the Sikh religion, talk about their family visits to the temple. All children learn about different celebrations to raise their knowledge and understanding of people within their families, community and the world. n The childminder teaches children ways to adopt a healthy lifestyle. For example, they know by washing hands thoroughly, they are 'washing the germs away'. At mealtimes, the childminder cooks healthy and nutritious food. Children enjoy the meals and talk about their favourite fruits. The childminder plans hands-on activities where children sow seeds in the garden, tend to them and harvest fruit and vegetables to eat. This encourages children to know where food comes

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need to do better?

from. In this way, children learn to stay fit and well.

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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 enhance the curriculum for expressive arts and design to ensure that children's self-expression and independent creative ideas are consistently supported.

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Setting details

Unique reference number EY408512 Local authority Surrey Inspection number 10367950 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 4 Date of previous inspection 4 March 2019

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Information about this early years setting

The childminder registered in 2010. She lives in Sunbury-on-Thames, in Middlesex. She operates Monday to Friday, from 7.30am to 6pm, all year round. The childminder is eligible to receive funding to provide free early 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 talked to the inspector about their curriculum and what they want the children to learn. n 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 was having on children's learning. n The childminder and the inspector carried out a joint observation. 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

23 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

23 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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