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

p.1

The provision is good

Children confidently leave their parents at the childminder's door. They are eager to show her the items they have brought from home to celebrate Chinese New Year. Children enjoy their time in the childminder's welcoming and stimulating environment. The childminder works very closely with families and gets to know children well. Children form close relationships with the childminder. This enables them to settle quickly into her care.

p.2

The provision is good

The childminder has the highest aspirations for children's learning. She plans activities to introduce new early mathematics concepts. For instance, as children learn to make play dough, the childminder helps them to estimate how many millilitres of water they need to add. The childminder further challenges the children's thinking, providing them with rulers to measure items. As such, children confidently count and start to understand how to use different equipment to calculate the length of the snake they have made from play dough. This broadens children's early mathematical concepts for later learning.

p.2

The provision is good

The childminder has high expectations for children's behaviour. She uses positive praise and familiar routines across the setting to help children understand what is expected from them. This helps children behave very well.

p.2

need to do better?

n The childminder has high expectations for children's communication and language development. She consistently introduces new vocabulary and models the correct pronunciation of words to support children's understanding. Children are confident communicators and take part in interesting conversations. The childminder plans a language-rich environment. She introduces new words, such as 'lilac', as children talk about making rainbows. Furthermore, the childminder plans daily story sessions that introduce new concepts to children, as they learn about a 'Horn Snake'. This gives them further opportunity to develop their growing vocabulary. n The childminder follows a theme-based curriculum, which provides activities and experiences across all areas of learning. She selects meaningful resources for the children to broaden their experiences. For instance, children dress up in traditional costumes, as they pretend to be a Chinese Dragon. They create

p.2

need to do better?

snakes from play dough, which represents the animal for the Chinese year. This develops children's knowledge of different cultural celebrations. However, on occasions, the childminder enthusiasm means she focuses to much on the outcome of some of the activities. This means she does not successfully build on children's existing knowledge and skills, to extend their learning even further. n Children have ample opportunities to develop their physical development. The

p.2

need to do better?

16 January 2025 childminder ensures they have regular access to her garden. For example, children play swing ball games and use the slide. This helps develop their hand- eye coordination and large-muscle groups. The childminder teaches children how to keep themselves safe in their environment. For instance, she reminds children that the equipment may be wet and slippery. Children demonstrate their understanding as they quickly ask for a towel to dry off the steps to the slide. n The childminder teaches children to be healthy. She works with parents to ensure that food brought into the setting is nutritious. Children understand the importance of personal hygiene routines. For example, the childminder encourages children to wash their hands before eating and after playing outside. This helps children develop healthy habits for the future. n Children's independence is promoted well. The childminder teaches children to

p.2

need to do better?

put their coats on as they use the 'coat flick trick' and to put on their shoes to play in the garden. Children take themself off to the toliet and are independent in their self-care. n The childminder places a high emphasis on keeping her training up to date. She identifies training that reflects the needs of the children she cares for. For example, she sought training and worked closely with the local authority early years team to raise her awareness of the different ways she can support children with communication and language delays. This has helped her to plan activities to ensure that children make the best possible progress in their speech.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n enhance the planning and delivery of activities to build on children's existing knowledge and skills.

p.3

Setting details

Unique reference number EY484364 Local authority Surrey Inspection number 10372630 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection 29 April 2019

p.4

Information about this early years setting

The childminder registered in 2014 and lives in Ashtead, Surrey. She operates Monday to Thursday, from 9.15am to 1.15pm, during term time only. The childminder offers government funded places for children aged between nine months and four years. She holds an early years qualification at level 3.

p.4

Inspection activities

n The childminder showed the inspector around all areas accessed by children and discussed her intentions for children's learning. n The inspector observed the quality of teaching and learning and assessed the impact this has on children's learning. n The inspector spoke to the childminder and the children at appropriate times throughout the inspection. n The inspector took account of the views of parents. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

16 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.

p.4

Inspection activities

16 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6