Dobinson, Sarah

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 develop very strong and comfortable bonds with the childminder. They freely give her cuddles when they want to feel close to her and she readily provides them with these warm interactions. When other children notice, they open their arms to the childminder so they can have a group hug together. Children beam with delight and show that they are emotionally secure with the childminder and their friends.

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The provision is good

The childminder has high expectations for children's behaviour and she consistently implements this in her daily practice. Children learn to be polite to others through gentle reminders from the childminder to say 'please' and 'thank you' at appropriate times. When children need support with their behaviour, the childminder talks calmly and gently supports them. Children respond well and quickly learn to regulate their feelings.

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The provision is good

The childminder successfully embeds the curriculum so that children benefit from a rich set of experiences that supports them to continue to make good progress. She creates a stimulating environment that sparks children's interests and inspires them to be curious learners. Children are ready and eager to engage in activities which enables the childminder to extend their learning further. For instance, as children spend time washing up the toy cups and plates, the childminder supports them to use their hands in different ways. This includes squeezing the sponges and scrubbing the toys with the dish brushes. This provides children with opportunities to strengthen their hand muscles.

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need to do better?

n The childminder plans a broad and varied curriculum that helps all children to make good progress. She places a strong focus on supporting children to be upstanding and well-mannered individuals who are polite and kind to others. This enables the childminder to implement teaching that is consistent and supports all children to quickly learn how they are expected to behave. n The childminder is committed to developing her professional knowledge and practice. She considers how additional training and development opportunities will enhance her practice further. This enables her to continue to strengthen her teaching skills. n The childminder takes time to get to know children and their families well. She works in partnership with parents, other settings and agencies. This enables her to know where children are in their development and decide how to support them so they continue to make good progress. n The childminder considers children's interests as she plans for their learning. For

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need to do better?

example, she organises a painting activity using the cars to encourage children

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need to do better?

5 February 2025 to develop their creative skills. Children engage well in their learning and spend their time focusing their attention on making their pictures. However, at times, the learning intentions for adult-led activities are too varied and broad, which does not fully enable the childminder to precisely target what she wants children to learn. n Children enjoy exploring their learning environment with intrigue and fascination. They confidently select what they want to play with, drawing the childminder and the other children into their game. For instance, children spend time pretending to make cups of tea. They offer drinks to their friends and the childminder. This gives children opportunities to learn how to play with others. However, at times, the childminder moves children on from their activities too quickly, which does not fully enable them to complete their tasks in their own time. n The childminder supports children to develop their communication and language

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need to do better?

skills. For instance, she gives children time to express themselves and clearly repeats what children say to her. This helps children to hear the correct pronunciation of words and develop their speaking skills. n The childminder encourages children to do things for themselves. For example, as children get ready to take part in messy activities, the childminder supports all children to push up their own sleeves before putting their aprons on. Additionally, she encourages children to put their own tissues in the bin and clean their hands after they have wiped their noses. This helps children to develop their independence skills. n Parents praise the childminder for the excellent care and teaching she provides for their children. Parents report that their children enjoy their time with the childminder and she supports them to grow in confidence. The childminder is kind and teaches children good manners, which helps them to develop good

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 strengthen planning of adult-led activities so that the learning intention precisely targets children's next steps n review and improve the organisation of activities to allow children time to complete their tasks without interruption.

p.3

Setting details

Unique reference number 507436 Local authority Surrey Inspection number 10376093 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 16 May 2019

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Information about this early years setting

The childminder registered in 1999 and lives in Hinchley Wood, Esher, Surrey. She operates Monday to Friday, from 7.10am to 6.30pm, all year round. The childminder provides government funded early education places for children aged from nine months to four years.

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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 curriculum. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had 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

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

5 February 2025 5 February 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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