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

p.1

The provision is good

Children arrive happy to see the childminder, who provides a warm welcome. Children have regular routines, which they understand and follow well. On arrival, children put their coats on pegs and take their shoes off independently. The childminder supports children to understand what is expected and how to carry out tasks. This helps children to build their confidence and have a good attitude to their learning. Children have nurturing relationships with the childminder and will seek out comfort and reassurance when needed. The childminder is a positive role model for children, talking calmly and positively. As a result, children behave very well.

p.2

The provision is good

The childminder provides a curriculum that is well sequenced. When children arrive at her home, she gains a good understanding of every child. She uses observations and ongoing conversations with parents to plan for what children need to know. Gaps in learning are swiftly identified and the childminder uses her knowledge to meet the individual needs of children. Children engage in activities that are planned to develop their physical development and what makes them healthy. For example, children learn about how to keep their teeth healthy. They learn what food is good and what food is unhealthy for their bodies. They compare foods from the role-play area and share information that they have been learning about. This helps the childminder to establish what the children are learning before extending teaching further.

p.2

need to do better?

n The childminder has a good understanding of where every child is in their development. She regularly assesses children, so that she can tailor her curriculum to the individual needs of the child. As a result, children make good progress and are being prepared for the next stage of learning. However, for children who attend more than one setting, the childminder does not liaise with that provider. As a result, a full understanding of what children are currently learning is not fully understood by all carers, in order to support consistent practice. n The childminder evaluates her practice weekly, reflecting on what has gone well, and what can be done differently. As a result, children benefit from a wide range of learning opportunities to help them thrive. The childminder completes regular training to ensure her skills are up to date and liaises with the local authority early years team for support.

p.2

need to do better?

n The childminder builds children's communication and language well. Children listen to stories and handle books with care. They sing songs and during play the childminder talks to children. She gives children time to respond to questions and information. This helps children to process information and build their

p.2

need to do better?

6 February 2025 vocabulary. n The childminder supports children in building their physical skills. Children have daily trips outside. They use equipment such as slides to build their gross motor skills. The childminder ensures that children are provided with age-appropriate equipment. For example, children use large blocks to build dinosaurs. Children arrange the blocks with precision to show different parts of the dinosaur's body. The childminder shares the next step of introducing smaller blocks so that children develop their small finger muscles further. n The childminder uses stories to help children learn about their emotions and feelings. This helps to support children's personal, social and emotional development. Children compare the emotions of characters in books with feeling cards to help them develop a better understanding of their emotions. n The childminder is supporting children to develop a love of books. They listen

p.2

need to do better?

with intent and snuggle up as the childminder reads 'We're Going on a Bear Hunt'. Children recall back familiar words and phrases of the book. They anticipate each page with enthusiasm. n The childminder plans regular trips outside the home, giving children the opportunity to learn about their community. They take the bus to the library and enjoy the social experience. The childminder has links with other childminders. This gives children the opportunity to build their social skills as they play alongside other children. n Parents explain how happy they are with the care the childminder provides. They explain that their children make good progress. There is a strong focus on communication and language. This helps their child build their language skills well. Parents appreciate the nurturing and reassuring settling-in process. They explain that they receive regular communication.

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 the links with other nurseries that children attend and share information about children's development, in order to provide a consistent approach to meeting children's individual needs.

p.3

Setting details

Unique reference number EY542397 Local authority Hillingdon Inspection number 10374738 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 7 June 2019

p.4

Information about this early years setting

The childminder registered in 2017. She lives in Hayes, in the London Borough of Hillingdon. The childminder operates her service Monday to Friday from 7am to 7pm, all year round, apart from family holidays and bank holidays. The childminder accepts government funding.

p.4

Inspection activities

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 inspector spoke to parents and took their views into account. n The inspector observed interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request.

p.4

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.

p.4

Inspection activities

6 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.

p.4

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.5