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 creates a welcoming environment for children. She develops strong, trusting relationships with the children she cares for. Children benefit from individual attention from the childminder. They settle quickly and their confidence grows very effectively. The childminder helps children understand routines that promote consistency in behavioural expectations. For instance, children readily help to tidy away toys and resources. The childminder, through her interactions, teaches children kindness and respect. They learn the importance of thinking of others, to help lay good foundations for future learning.

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The provision is good

The childminder plans and organises a broad curriculum that contributes to the good progress children make. Children's unique interests are used to create learning experiences that support their good levels of concentration. For example, the childminder uses children's love of crafts to help develop their hand-eye coordination skills. Children learn how to dip dabbers into ink to create spots on their artwork. The childminder places a strong focus on building children's independence from the outset. She readily supports children to practise and develop skills that help them to manage some self-care routines for themselves. For instance, toddlers learn how to put on gloves and wellington boots as they get ready to play outside. The childminder gives children time to practise and master new skills.

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need to do better?

n The childminder places a strong focus on supporting children's physical development. She offers a range of activities which help to build on children's coordination and control of their bodies. The childminder plans adventurous and appropriately risky play as part of her daily curriculum. Children learn to take age-appropriate risks in a safe environment. For instance, younger children develop their coordination skills as the childminder teaches them to climb the steps to the slide. This helps children to develop their confidence in their physical skills, as they show delight in reaching the top of slide to slide down. n Children develop a love of learning and readily take part in self-chosen play and activities the childminder plans and provides. The childminder follows children's choices and weaves in learning that builds on their knowledge and skills. For instance, children learn about Chinese New Year, as the childminder offers books

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need to do better?

which reflect children's favourite characters. Children enjoy turning pages, and they learn about how Chinese New Year is celebrated. These opportunities help children to learn about the wider community they are part of and help to prepare them for life in modern Britain. n The childminder regularly checks and monitors the progress children make. When children first start to attend the setting, the childminder works closely with

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need to do better?

22 January 2025 parents to help inform her plans for children's learning. The childminder's curriculum focuses on priorities for children's learning, based on their age and individual needs. However, sometimes, the childminder's plans are too broad, which limits how she plans and focuses her teaching to precisely target what she wants children to know or do next. n Children benefit from opportunities to take part in activities which help them learn about the wider world. The childminder takes children on walks in the local area and to local singing groups. Children develop friendships with other children they meet at toddler groups and through play dates with other childminders and the children they care for. These opportunities help to broaden children's relationships with their peers and support their personal, social and emotional development. n Parents speak very positively about the childminder. They say that regular

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need to do better?

updates on children daily activities, suggestions for shared learning at home and a focus on children's well-being are strengths of the childminder's practice. Parents say that the childminder's focus on supporting children's emotional well- being has boosted children's confidence and self-esteem. n The childminder is qualified, knowledgeable and experienced. She takes a professional approach to keeping her knowledge around early years and childcare up to date. For example, she meets with other childminders to share ideas around best practice. The childminder undertakes a range of training, including first aid and safeguarding. However, her evaluation of her teaching practice is not yet highly focused so that she can tailor professional development opportunities to enhance her knowledge of supporting and extending children's communication and language skills.

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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 curriculum planning to identify more-specific and targeted next steps in children's learning and make the most of opportunities to help them achieve these n make use of professional development opportunities to enhance knowledge and skills, particularly around supporting children's communication and language skills.

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Setting details

Unique reference number EY541646 Local authority Surrey Inspection number 10368156 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 11 March 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Godalming, Surrey. She operates for most of the year from 7.30am to 5.30pm, Tuesday to Thursday. The childminder holds an appropriate early years qualification at level 3. She provides government funded early education for eligible children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about how she organises her early years setting, including the aims and rationale for her curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

22 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

22 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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