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

The childminder greets children warmly, welcoming them into her home-from-home environment. Children confidently begin to play and quickly engage in activities that interest them. They are able to choose from toys and resources, as the childminder displays them in an inviting way. She understands children's unique interests and ensures that children can engage in play that follows this. For instance, younger children enjoy role play. They pretend to drill screws into their work bench, and put on and take off hard hats, as they gain good control of their physical coordination skills.

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The provision is good

The childminder creates a broad and balanced curriculum, which supports children's good progress. She places a strong focus on children's personal, social and emotional well-being. The childminder teaches children about emotions in age- appropriate ways. She helps children to learn the importance of valuing and respecting the differing needs of each other, to promote positive behaviour. Consequently, children are kind, caring and considerate of their friends. The childminder helps children to understand the setting's rules and the importance of these. For example, children learn that they must sit down at the table when eating. This ensures that children understand safe routines and what is expected of them. These skills help older children to develop the foundations they need for future learning.

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need to do better?

n Children develop strong, trusting bonds with the childminder. They show a strong sense of belonging and high levels of self-esteem. The childminder encourages children to do as much for themselves as possible. For instance, children tidy away toys when they have finished playing. They learn how to wash their hands before they eat and younger children confidently feed themselves. The childminder offers encouragement and praise. Where some children need extra help, the childminder sensitively offers this. n Children benefit from opportunities to explore mathematics through meaningful play. For instance, children learn how to measure and compare their heights as they use measuring tape. The childminder helps children to discover who is the tallest. The childminder uses activities to help children to learn to count in order and to work out simple subtraction. For instance, during nursery rhymes, children count how many current buns there are in the baker's shop when one is

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need to do better?

taken away. Children develop an understanding of mathematics, as they learn to use numbers purposefully in their play. n Overall, the childminder promotes children's communication skills well. She uses good opportunities to model new language, to help children learn and understand new words. For instance, as children choose favourite stories, the

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need to do better?

13 January 2025 childminder teaches younger children how to pronounce new words, sounding these out clearly. However, sometimes the childminder does not give older children enough time to think through and share their ideas, to fully communicate their wants, needs or wishes. n Children benefit from opportunities to learn about the community they are part of and the wider world. The childminder takes children on outings to local woodlands, to visit places of interest, such as trips to the local fire station. Children meet with other childminders and children they care for. This provides children with opportunities to make new friends and socialise with larger groups of children. n Parents share positive views of the setting. They say how their children are happy and well cared for. The childminder works closely with parents to share children's learning and care. She seeks relevant information about dietary

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need to do better?

requirements and allergies so she can meet children's individual needs. Information about children's daily experiences at the childminder's home and children's key achievements are shared well. This helps to provide continuity in children's care and learning. n The childminder meets with other childminders, to help reflect and evaluate her own practice. Since her last inspection, she has made changes to her garden to provide greater access to outdoor play for those children who do not have access to this away from the childminder's setting. The childminder completes all mandatory training. However, she does not fully consider professional opportunities that precisely develop the knowledge and skills to benefit the children she cares for.

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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 allow more time for children to process and respond to the questions they are asked n target future professional development opportunities in order to help to refine and enhance teaching skills precisely.

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Setting details

Unique reference number EY407816 Local authority Surrey Inspection number 10367494 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 8 Date of previous inspection 11 February 2019

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Information about this early years setting

The childminder registered in 2010 and lives in Woking, Surrey. She operates all year round from 7.30am to 6.30pm on Monday to Friday and Saturday 8am to 5pm. The childminder provides government funded childcare.

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Inspection activities

n Children spoke with the inspector during the inspection. n Parents shared their views of the setting with the inspector. 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 inspector observed the the quality of education being provided and assessed the impact this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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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

13 January 2025 13 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

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

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