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

Children are very happy and content. On arrival, they receive a wonderful warm welcome from the childminder, who has familiar activities ready for children to explore. For instance, children are keen to play with a farm, they enjoy building fences and make enclosures for animals. The childminder plays alongside and adds resources to extend play. She helps children to name and group the animals. This helps children settle quickly and engage in play.

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The provision is good

The childminder is a positive role model and has high expectations for children's behaviour. She reminds children to say please and thank you and shows them how to negotiate and share toys effectively. Children listen well and follow instructions, they enjoy helping to complete tasks, such as preparing the table for snack time. During activities, the childminder praises children for persevering and trying, which helps to boost their confidence and self-esteem. For example, the childminder praises children's achievements as they attempt to replicate shapes with play dough. Her ambitious curriculum ensures activities are appropriate for each age group to meet the needs of all children.

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The provision is good

The childminder encourages children to be kind and acknowledges when they show care and concern for their friends. For example, children show empathy as they pat their friend's shoulder to comfort them. This helps to develop children's social and emotional skills and they learn how to build good relationships with their peers.

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need to do better?

n The childminder evaluates her practice and identifies areas for professional development. She regularly completes training to update her skills and knowledge, such as completing a course for observation and assessment techniques to help record children's learning. n Children are curious and enjoy exploring sensory resources. This includes using scoops and diggers to fill vessels with a variety of cereal products. Children focus and engage with the activity, which helps to develop their problem-solving skills and concentration. n The childminder gives children opportunities to be independent. For example, she encourages children to put their own coat and shoes on before going outside. She gives them time to practise and keep trying to successfully achieve their goal. This helps children learn life skills and complete tasks for themselves. n The childminder promotes children's health and well-being. She encourages

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need to do better?

children to eat healthy food and uses resources to teach children about oral health. The childminder shows children how to wash their hands, reminding them to ensure they are dry. This helps children adopt good health and hygiene routines.

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need to do better?

12 February 2025 n Children enjoy singing and dancing with the childminder. They relish listening to familiar songs and rhymes and move creatively to the music. The childminder encourages children to be active and develop their physical skills to support their well-being. n The childminder supports children to develop their speech and language skills by repeating words clearly and introducing new words to increase children's range of vocabulary. She asks children lots of questions but does not always give them adequate time to process the language and think of a reply. On occasions, the childminder does not always fully consider how to word questions so that children are best supported to develop their language skills. n Children have opportunities to develop their fine motor skills. For instance, the childminder provides a range of tools and shows children how to cut and roll their dough. She encourages the children to squeeze and poke the dough to

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need to do better?

strengthen their hand muscles to support future writing skills. n The childminder counts objects with children to help develop their number skills. She uses resources to support number recognition and introduces mathematical language during play, such as 'big, small, more' and 'less'. This helps children learn early mathematic skills. n The childminder communicates well with parents. She regularly provides updates of the progress children are making and shares ideas of activities to support home learning. Parents like the enrichment activities the childminder provides, which include visits to the farm and historic places of interest that helps children learn about the world around them. n Literacy skills are supported well. Children thoroughly enjoy listening to stories with the childminder. They choose their favourite books and listen well. The childminder engages children in the story by asking them to point to objects and

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need to do better?

help to turn the pages. This helps children develop a love of books and supports early reading 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 use of effective questioning techniques when communicating with children to give them time to process language and share their ideas.

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Setting details

Unique reference number EY479882 Local authority Surrey Inspection number 10380691 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 19 June 2019

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Information about this early years setting

The childminder registered in 2014 and lives in Caterham, Surrey. She works Monday to Thursday between 7.30am and 6pm throughout the year. The childminder accepts early years funding for eligible children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 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 The inspector observed the interactions between the childminder and the children. 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

12 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

12 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

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