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

Children are happy and confident in the childminder's care. They enthusiastically welcome visitors and tell them their names and how old they are. The childminder encourages children to use new vocabulary and to engage in conversations with each other, and with her. Books are an important part of the childminder's provision. She reads to children regularly and asks them questions about what might happen next in the story, or about how the characters are feeling. This helps to promote children's love of books and supports their developing language. Children have access to a secure garden, where they have recently planted spring bulbs. The childminder regularly takes children out on outings to local parks and woodlands, to support their physical development.

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The provision is good

Children demonstrate high levels of engagement in activities and are keen to try new things. The childminder has a range of resources that children freely access and persevere at more challenging games. For example, the childminder helps children to follow a diagram of how to make a structure with magnetic shapes. Children work together to do this themselves and show delight when they succeed. The childminder encourages children to recognise and respect how others feel. For example, she supports children to understand how they might feel if someone knocks their creation over and how to make better choices next time.

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need to do better?

n The childminder knows the children very well. She plans the curriculum around the children's interests and uses books as a basis for most planned activities. She chooses books that will engage children and that they have shown an interest in. For example, children recently saw a Nativity play based on the story of 'The Three Little Pigs'. Children build houses using different coloured bricks and count how many they are using. As they build, children talk about which house the wolf can blow down. This helps develop children's mathematical and literacy development as well as encouraging them to recall stories during their play. n Although the childminder plans activities appropriately to build on what children already know and can do, at times, she does not prioritise the more immediate things that children need to learn next. For example, activities are organised to target children's language and mathematical development. However, the

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need to do better?

childminder does not adapt her teaching to fully support children who struggle with turn taking and understanding boundaries. n Children are encouraged to be independent. They wash their hands before and after mealtimes, and older children can freely access the toilet. The childminder encourages children to tidy away toys before getting more out. At mealtimes, children are encouraged to do things for themselves, such as peel their own

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need to do better?

8 January 2025 fruit. This helps to prepare them for the next stage in their learning. n The childminder organises her environment so that children can freely access the resources they require. She arranges activities to promote children's curiosity and engagement. However, activities are not as well organised for younger children. At times, babies have limited age-appropriate resources available to capture their interest and support their independent learning further. n The childminder communicates with parents regularly. She shares information about how the children are progressing and what activities they enjoy when they are with her. Parents feedback that they feel their children are well cared for and the childminder provides a home-from-home environment. They feel well informed about what their children are learning about and how they can support learning at home. n The childminder celebrates religious festivals and supports children's cultural

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need to do better?

awareness. For example, the childminder speaks to parents about their family celebrations, such as Burn's Night and plans activities to promote these. n The childminder supports children's emotional development and promotes their awareness of how others feel. For example, when children become upset about their brick towers falling down, she offers comfort and acknowledgement about how they feel. The childminder encourages children to think about their actions and respect other children's feelings. n The childminder supports children's language development well. She provides a commentary to children's play and encourages them to talk to each other about what they are doing. For example, children show confidence when explaining to others how to programme electronic toys. This helps children to recall what they have learned before and share their learning with others.

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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.

p.3

should:

n strengthen practice to identity children's emerging needs so that teaching precisely targets what children need to learn next n enhance the provision for babies so that their independent learning is fully supported.

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Setting details

Unique reference number EY442861 Local authority Surrey Inspection number 10368036 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 10 Date of previous inspection 6 March 2019

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Information about this early years setting

The childminder registered in 2012. She lives in Oxted, Surrey. The childminder operates Monday to Thursday, from 7.30am to 6pm, for most of the year. The childminder has an appropriate childminding qualification.

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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 their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The inspector sampled written feedback from parents during the inspection and took account of their views.

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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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