Beveridge, Andrea

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 settle happily into the childminder's home-from-home setting. The childminder promotes children's sense of belonging through her warm interactions. For instance, children enjoy cuddling into the childminder as they share favourite stories. Children feel safe and secure in the childminder's care, which helps to support and develop their emotional well-being. The childminder places a strong focus on supporting children's positive behaviour. She is a good role model and treats children with kindness and respect. In turn, children learn how to be polite and courteous. Children behave well.

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The provision is good

The childminder plans and provides a varied curriculum, which helps children make good progress. Children enjoy learning and readily take part in activities which support good levels of concentration and engagement. Children's communication skills are good. The childminder recognises the importance of children developing the skills they need to communicate confidently. She takes the time to listen to children, to encourage them to share their ideas and promotes children's language skills well. Children enjoy being independent. The childminder encourages and praises children as they learn how to complete some age-appropriate tasks for themselves. Children confidently manage their own personal needs, including toileting, as the childminder focuses on this area of learning well. This helps children to develop the skills that they need for their future learning, including their eventual move on to school.

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need to do better?

n The childminder plans and provides play experiences with children's interests in mind. She understands what she wants children to know or to be able to do next. The childminder regularly checks children's development to ensure they consistently make good progress in their learning. However, sometimes, the childminder's long-term plans for children's learning are not always broken down into smaller steps, to help her focus and sequence learning fully. For instance, where her intended curriculum is to promote children's writing skills, the childminder does not fully consider what she needs to teach children to help them develop their physical coordination and control, to help them successfully draw and write. n The childminder promotes children's mathematical knowledge well. For instance, as children choose board games, the childminder teaches them how to match pictures to the number of spaces and how to move their dinosaur counters to

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need to do better?

match. Children show they are engaged in their learning. They confidently work out how many spaces to move and practise counting in order. This helps children to develop an understanding of numbers and counting, and supports their early mathematical skills well.

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need to do better?

8 January 2025 n Children develop a strong sense of themselves. They are confident and self- assured. The childminder recognises and responds to children's individual personalities and fosters their positive attitudes to learning. Children are inquisitive and enjoy learning. When learning is more challenging, the childminder helps children to persevere and to keep on trying. For instance, as children learn to use knives to cut up snacks, the childminder encourages them to keep on trying to successfully slice pieces of fruit. Children benefit from these opportunities to develop confidence in their own abilities. n Partnerships with parents and other settings children attend are well established. The childminder shares information with other early years settings well. She provides parents with updates on children's progress and shares children's care, through daily conversations. The childminder acknowledges that there is further

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need to do better?

scope to share a greater range of information with parents, to help support and promote a shared approach to children's learning. n The childminder promotes a love of books and reading in her setting. Children readily chose favourite stories and sit with the childminder as they listen attentively. The childminder uses these opportunities to help children think through and share ideas about the stories. For instance, as children choose stories about keeping your teeth clean, they talk about their visit to the dentist and the importance of brushing their teeth. Children act out parts of the story and practise brushing the crocodile's teeth, as the childminder skilfully brings stories to life.

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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 ensure that the curriculum for physical development is sequenced effectively, to ensure that children have the prior skills needed for more-challenging tasks n extend the range of information shared with parents about the skills their children are developing, to help parents support and extend their children's learning at home.

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Setting details

Unique reference number 120420 Local authority Surrey Inspection number 10367486 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 11 February 2019

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Information about this early years setting

The childminder registered in 1999 and is located in Beacon Hill, Surrey. She provides care for children from 8am to 6pm, Monday to Thursday, for most of the year.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. 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

8 January 2025 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

8 January 2025 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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