Childminder EY332192

Overall effectiveness Requires improvement

The quality of education Good Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children have good relationships with each other, the childminder and assistants they work with. Children readily share information about their home lives with them, promoting children's sense of belonging at the setting. Children happily play together and have learned the skills needed to interact with each other. Children show a keen interest in books. They choose a story for the childminder to read to them, and she extends this experience. For example, the childminder encourages children to count the food items that the caterpillar eats. This supports them to learn and practise new skills and develop their mathematical awareness.

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The provision requires improvement

There is a weakness in ensuring that those in sole charge of children hold a paediatric first-aid qualification. However, the childminder took immediate action to eliminate the risk until rectified. Children show good levels of imaginative skills, and the childminder supports these effectively. For example, children use a cardboard box and pretend this is a rocket ship. The childminder weaves in a song about space, which includes numbers and helps children with a countdown. This embraces children's chosen play experiences and supports their learning. Children help to keep their learning environment tidy on completion of their play. The childminder gives children simple explanations about their behaviours and why they should tidy resources away before moving on to their next activity.

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need to do better?

n The childminder has not ensured that there is always a person with a full and relevant paediatric first-aid qualification with children at all times, such as on the trips to school. This is a breach of requirement. However, upon being alerted to this, she immediately put a plan in place to fully minimise any risk to children's safety and welfare. n The childminder initially gains information from parents to guide her in understanding their current care and learning needs. However, she does not always implement procedures to exchange information with other staff/carers at other early years settings that children also attend. This does not enhance the sharing of children's learning and what comes next in the sequence for children's development. n The childminder understands children's individual care and learning needs. She makes observations of children to guide her in highlighting any emerging gaps in

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need to do better?

learning. However, she does not always make sure that she targets aspects for what children need to learn next precisely. This means that she is not fully focused on key areas of development to help children make even greater progress. n The childminder understands that children learn skills in a sequence. She recognises the importance of children being able to use the skills they have been

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need to do better?

10 December 2024 taught and learned. The childminder ensures that children have grasped a concept before moving them on and understands that children need to practise new skills to fully embed them. n The childminder builds and maintains effective partnerships with parents. She shares daily feedback both verbally and in writing. Parents report that they appreciate the photos and updates she sends so that parents can review together. This enables them to have a good insight into their children's day with the childminder and their learning opportunities. Parents comment that their children make good levels of development. n The childminder is proactive in undertaking continual training and professional development. She attends courses that further improve her knowledge of safeguarding and the planning for the curriculum. The childminder embraces support from her local authority to guide her in developing her setting. This

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need to do better?

shows a clear commitment to continual improvement. n Children learn to be independent and to persevere. For example, they receive encouragement and praise from the childminder to do tasks for themselves. This enables children to persist in tasks, such as putting on their shoes, and to succeed and build a strong sense of achievement. n The childminder supports children to recall aspects from their home lives and of their prior learning. For example, they talk about their recent shopping trip to the supermarket. The childminder encourages children to recall the experience and extends this by talking about other events at home. n The childminder teaches children how to manage their behaviours. She uses a differing range of strategies to help children to explore their feelings, which enables them to manage their emotions. Children thank each other without prompting when their friends share toys and resources.

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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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Due date

ensure that those in sole charge of children hold a full and relevant first-aid qualification that is relevant for people caring for young children and babies. 21/01/2025

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should:

n strengthen the working relationships with key persons at other early years setting that children also attend n strengthen the assessments of children's developmental stages to plan what children need to learn next more precisely.

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Setting details

Unique reference number EY332192 Local authority Surrey Inspection number 10368192 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 7 Date of previous inspection 12 March 2019

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Information about this early years setting

The childminder registered in 2006. She lives in Reigate, Surrey. The childminder has a childcare qualification at level 6 and cares for children between 7.30am and 6pm, each weekday, all year round. The childminder works with an assistant.

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Inspection activities

n The childminder spoke to the inspector about her intentions for children's learning. n The inspector took account of parents' views through verbal and written feedback. n The inspector observed the quality of education being provided and assessed the impact of this in children's learning. n The inspector viewed the safety and suitability of the premises.

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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

10 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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