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 relaxed and happy in this home-from-home environment. They have developed strong attachments with the childminder, who has high expectations for all children. The childminder invests time in getting to know the children and their families when they start. She gathers ongoing information from parents to support the needs of the children. This helps children confidently separate from their parents. Children are eager to explore the childminder's home and see their friends. This demonstrates they feel safe and secure.

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The provision is good

The childminder provides a highly ambitious and well-sequenced curriculum for all children. She plans inspiring activity trays that promotes children's curiosity. As they play, the childminder narrates the scenes and introduces new words, such as igloo and polar bear. This helps children to learn new words. The childminder provides children with opportunities to read and listen to stories. Children are excited to choose a story and listen to the childminder read. She talks about the pictures and encourages the children to touch the sensory pictures to support their understanding. Children benefit from these opportunities to develop their speech and language skills.

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The provision is good

The childminder has high expectations of children's behaviour. She models kindness and is nurturing in her interactions. She reinforces positive behaviour by encouraging turn-taking. As a result, children develop good behaviour and positive attitudes to learning.

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need to do better?

n The childminder provides exciting craft experiences that successfully capture children's imaginations. For example, during an activity on the theme of the Antarctic, children explore runny glue as they spread it over foil. The childminder is skilful and introduces simple words such as 'sticky', as children push their pieces of paper on. Children learn how to twist open glitter and sprinkle this over their pictures. The childminder's narrative is strong, and she talks about the different colours, such as silver. This introduces new concepts to children and broadens their knowledge. n The childminder plans a stimulating environment. Children have good opportunities to make choices about what they play with. For example, children push buttons on pop-up toys and giggle when a figures pops up. This helps children to develop the small muscles in their hands. However, the childminder does not always plan activities carefully enough for the younger children to

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need to do better?

develop the skills that she wants them to learn next. n Children develop an understanding of their local community and the world around them. The childminder plans interesting experiences that are linked to

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need to do better?

14 January 2025 their learning. For instance, children regularly visit the local library, toddler groups and National Trust venues. The childminder has strong links with local childminders. She meets with other childminders regularly at local groups so that children can mix with a larger group of children. This helps children to develop their social skills even further. n The childminder takes time during the routines of the day to promote children's understanding of hygiene and independence. Children confidently wash their hands and dry them with their coloured cloths. The childminder reminds children of the importance of clean hands before mealtimes. Children cut their fruit for snack and feed themselves at mealtimes. This helps children become confident in their own abilities. n The childminder helps children to manage their emotions and supports their positive behaviour through praise and encouragement. For example, when

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need to do better?

children pass their friends their water bottle, she thanks them for being kind. Furthermore, she recognises when children are becoming tired and reminds them to get their comfort blankets. This help children feel settled and calm. n Partnerships with parents are good. The childminder communicates with parents through verbal discussions and electronic messaging. She provides parents with regular assessments of their children's learning. This helps parents to continue their children's learning at home. Parents are highly complimentary about the childminder, and they say she is 'very good'. They comment on how their children's speech and language has developed. n The childminder updates her knowledge by accessing webinars and meeting with other childminders. For example, she has reviewed her practice to support children's communication and language. This helps her to identify any children that may need support. The childminder shares this with any assistants she

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need to do better?

works with for children's continuity of care.

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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 strengthen how activities are planned so that they build on what children already know to fully extend their learning.

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Setting details

Unique reference number EY394867 Local authority Surrey Inspection number 10375847 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 6 Date of previous inspection 7 May 2019

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Information about this early years setting

The childminder registered in 2009 and lives in Thames Ditton, Surrey. She works with assistants. The childminder operates all year round, from 8am to 6pm, Monday to Wednesday, except bank holidays and family holidays. The childminder offers government funded places for children aged between nine months and four years.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she organises her early years provision, including the aims and rationale for the curriculum. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and the children. n Parents shared their written views of the childminder's setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

14 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

14 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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