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 Requires improvement

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The provision is good

Children are settled in the home of the caring childminder. They are confident in their surroundings and explore the motivating environment. The childminder plans settling-in sessions with parents. This helps him to gather information about the children's starting points, to plan for children's next steps in learning.

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The provision is good

The childminder is passionate about extending children's understanding of the local community. Children enthusiastically walk to the local pond to go birdwatching. The childminder uses naturally occurring opportunities to develop children's early mathematics. For example, children look and listen for different birds. When they spot a group of pigeons resting on a house roof, they confidently count how many there are. The childminder introduces language such as 'long' as children gather sticks on their trip. This helps children develop their mathematical language skills.

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The provision is good

The childminder has high expectations of children's behaviour. He encourages children to take turns in their daily routines. For example, as children take part in cooking activities they pass the plate to younger children to choose their ingredients. They are kind and develop an understanding of the needs of others. Children are settled in their environment and demonstrate positive attitudes towards their learning.

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need to do better?

n Since the last inspection, the childminder has made positive improvements to his teaching and practice. He has accessed training programmes to develop his knowledge of how children learn. For instance, the childminder has reviewed how he teaches early mathematics across his provision. Furthermore, he has worked with other professionals to develop his own understanding of different teaching methods to support the children he cares for. This means children make good progress from their starting points. n The childminder teaches children about healthy diets from a young age. He uses his daily routines to teach children how to prepare their snacks and lunch. For instance, children select various fruits and cut them up. Furthermore, children spread their tomato paste on their own pitta bread pizzas. The childminder uses these opportunities to teach children how to use knives safely. Children know to help themselves to water throughout the day. They enjoy sociable mealtimes,

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need to do better?

where they make choices and talk about the foods they like to eat. n The childminder supports children's independence well. For example, he teaches children different ways to put their coats on before going outside, and they confidently fasten their shoes. This helps children to develop their own independence in readiness for school. n The childminder works closely alongside his co-minders and assistants, and

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need to do better?

5 February 2025 regularly reviews the learning opportunities for children. This helps him to have a consistent approach towards children's learning and development. Furthermore, he ensures that any mandatory training for any assistants he works with, such as safeguarding, is kept up to date. n Overall, the childminder sequences his curriculum well. For example, children create a large artwork of insects. He skilfully revisits this with children and adapts his teaching to include the different species of birds they are learning about. This helps older children consolidate what they already know and build on their ideas. However, sometimes, the planning of activities are not as well sequenced as they could be. For example, the childminder plans music sessions with the children. However, occasionally, these are delayed due to other activities taking place. This results in younger children getting frustrated and

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need to do better?

becoming distracted as they wait to take part in the music sessions. As such, learning is not sequenced effectively. n The childminder supports children's behaviour well. He ensures that he gives children plenty of time to finish their activities before moving on. He is calm and sensitive to the needs of the children. This helps children to feel valued in his care. n Partnerships with parents are good. The childminder shares information about what children are learning and how parents can support this at home, as well as learning about what experiences the children are having at home. Parents comment on how their children are developing their social skills and early friendships.

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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 improve the sequence of planned activities to build on the skills and knowledge of younger children.

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Setting details

Unique reference number EY498137 Local authority Surrey Inspection number 10339729 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 13 March 2024

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Information about this early years setting

The childminder registered in 2016 and lives in Redhill, Surrey. He operates his service from 8am to 6pm, each weekday, all year round. The childminder works with his co-minders and assistants. He is qualified to level 7. The childminder provides funded early education for all eligible children.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how he organises his 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 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, including with regard to co-minders and assistants.

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Inspection activities

5 February 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

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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