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 develop secure attachments with the childminder and approach him readily for reassurance, which they receive without question. These strong bonds enable children to be ready to play and explore. Children learn to recognise their own feelings and what they would like to do. For example, they understand when they begin to feel hungry and share this with the childminder. This enables the childminder to react effectively to meet children's ever-changing needs. Children learn to be resilient. For example, if they accidentally take a tumble, they assess the situation, pick themselves up and return to their chosen play. Children show good levels of concentration from a young age and persist at their chosen tasks for long periods.

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The provision is good

Children enjoy story sessions and demonstrate the simple signs that they have learned. For example, using their hands, they make the sign for caterpillar and hungry. Children listen intently to stories and recall the information from the story, such as what the caterpillar ate. This supports children's communication and language development effectively. Children celebrate their achievements and those of others. For example, they say 'hooray' when children find an item they dropped under the table and state, 'You did it!' This shows that children have learned about feeling a sense of achievement and the importance of recognising this in others.

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need to do better?

n The childminder gathers relevant information about children and their families to enable him to provide a consistent approach to their learning. Alongside his co- childminder, they plan for what children need to learn next and weave this into their interactions with children. n The childminder works with his co-childminder to observe and assess children's levels of development successfully. He offers activities and experiences to support children to learn, practise and embed new skills and to make good developmental progress. n The childminder has clear intentions for the activities and experiences he provides for children. He accurately assesses the learning that takes place and recognises how to extend the learning next time. He plans the learning environment successfully to support children to be independent learners. He makes sure that they can freely access resources and toys of their choice. This

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need to do better?

enables children to take the lead in their play and follow their interests. n Children begin to understand about technology, such as placing a play person into the toy train to make it move forwards. However, the childminder does not always correct children's assumptions or when they inaccurately name toys. This does not further enhance children's awareness of how things work and of the correct names of items.

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need to do better?

13 February 2025 n The childminder supports children to learn about managing their behaviour. He is consistent in his approach to supporting children's understanding, while also making sure that children feel comforted. This helps children to be able to learn from minor conflicts and to make good decisions. n The childminder keeps his knowledge up to date, for example through ongoing discussions with his co-childminder. He communicates with other professionals or key people involved in children's care and education. This enables children to make clear developmental progress and supports those with special educational needs and/or disabilities. n The childminder builds and maintains effective relationships with parents. Parents comment that the setting is 'safe, supportive and fun' and that the childminder enhances children's developmental needs. The childminder shares information with parents about what their children need to learn next and how

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need to do better?

they can strengthen this learning at home. This supports a collaborative approach to children's care and education.

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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 enhance children's understanding of how things work and support them with factual information when they make incorrect statements.

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Setting details

Unique reference number EY414716 Local authority Surrey Inspection number 10368247 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 2019

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Information about this early years setting

The childminder registered in 2010 and lives in Redhill, Surrey. He works alongside his wife, who is a registered childminder. The provision operates for most of the year from 8am to 6pm. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder spoke to the inspector about his intentions for children's learning. n Children interacted with the inspector throughout the inspection. n The inspector took account of parents' views through written feedback. n The inspector observed the quality of education being provided and assessed the impact of this on children's learning.

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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

13 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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