Weatherley, Barbara Anne

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 spends time getting to know children well. She works closely with parents right from the outset and gathers detailed information about their children's routines and abilities. She uses this data effectively to help children settle into her care. The childminder works with a co-childminder. They are kind and nurturing, and form strong relationships with children. Children show they feel safe and secure. Babies confidently press buttons on mechanical toys and explore different sounds. Older children show high levels of perseverance as they work out how to connect magnetic shapes together. This helps to build on the small muscles in their hands and fingers, in preparation for early writing.

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The provision is good

The childminder's curriculum places a strong focus on children's communication and language development. She consistently models words clearly to support children's pronunciation and communicates with babies highly effectively. For example, she makes eye contact and responds to the sounds and gestures they make. The childminder is a good role model. She sensitively encourages older children to be kind to their younger peers. Children listen and respond to the childminder's requests. They actively share and include babies in their play. For instance, they willingly pass them sensory objects from the treasure basket. All children make good progress and develop the skills they need ready for the next stage in their education.

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need to do better?

n The childminder promotes children's communication and language skills well. For instance, she introduces vocabulary as children investigate how sensory objects feel. This helps children to learn words in context. Children develop a strong interest in books and eagerly bring them to the childminder to read aloud. The childminder engages them well and gives them encouragement to talk about the story. She praises children often for their efforts and provides them with constant reassurance. n The childminder knows children well. She regularly assesses children's on-going progress and plans a curriculum that focuses on what children already know and can do. For example, she builds on children's co-ordination skills, such as through singing and music sessions. Babies have a go at building towers and squeal with delight when they succeed. However, as the day goes on, the children's play spaces become a little disorganised. This prevents babies from

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need to do better?

exploring and moving around the environment, to help build on and develop their skills even further. n The childminder plans trips outside the home. She takes children to local coffee shops, which gives them opportunities to explore the community and enjoy new social experiences. Children delight in outings to feed the ducks, where they

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need to do better?

23 January 2025 learn how to manage personal risks, such as how to stay safe around water. This helps to build on their understanding of the world. n The childminder has well-established strategies in place to promote children's independence. She encourages children to take part in their self-care, such as wiping their own noses and washing their hands. She gives children encouragement to use cutlery and feed themselves independently. n The childminder is a good role model. She is calm and patient and teaches children good manners throughout the day. This has a positive impact on children's behaviour. Children use kind words, such as 'please' and 'thank you', and naturally tuck in their chair when they get down from the table. They are happy and comfortable in the childminder's care. n The childminder has established very positive relationships with parents. She keeps them informed about their children's progress, such as through discussion

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need to do better?

and digital media. This helps parents to support children's learning at home. Parents speak highly of the childminder and the good-quality care and education she provides. n The childminder is very reflective and knows her own strengths and areas she would like to develop further. She attends a range of training that is relevant and supports her own continued professional development. For instance, recent training has helped to further develop her knowledge and understanding of how to build on children's mathematical skills as they engage in their play.

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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 the learning environment to better enable babies to explore and build on their developing skills even further.

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Setting details

Unique reference number EY282321 Local authority Surrey Inspection number 10375785 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 5 Date of previous inspection 2 May 2019

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Information about this early years setting

The childminder registered in March 2004. She lives in Long Ditton, in Surbiton, Surrey. The childminder operates Monday to Thursday from 8am to 6pm, for most of the year. She works with a co-childminder.

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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 Children communicated with the inspector during the inspection. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector took into account of the written views of parents. 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

23 January 2025 23 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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