Childminder in Surrey

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Inadequate

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The provision requires improvement

Although children are happy and generally well occupied, the childminder does not extend their learning and development to a consistently good level. The childminder has made some positive improvements since her last inspection, yet the quality of teaching still requires improvement. The childminder works with parents to identify children's learning needs. However, her interactions do not sufficiently support these, and the childminder does not provide enough challenge for the more capable children.

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The provision requires improvement

Children have formed good bonds with the childminder. They show that they are content and relaxed in her care. The childminder understands the children's personalities, likes and dislikes. For example, when they go to the park, the childminder knows the children love the swings. Children giggle with delight as the childminder pushes the swings and says 'higher'. The childminder generally has clear expectations for children's behaviour and conduct. For example, children are encouraged to help tidy up when they have finished playing with a toy. Despite this, the environment is somewhat cluttered, which does not support children to concentrate on their chosen play. Children receive good levels of praise, which supports their self-confidence.

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need to do better?

n Since the last inspection, the childminder has taken steps to develop her knowledge and skills by undertaking an online course on early years child development. She is undertaking this with the support of the assistants she works with, which is also developing their own knowledge and skills. However, the childminder has yet to complete this training, and the impact on her provision is not yet being seen. n The childminder demonstrates an understanding of the learning that children can benefit from with different toys and activities. However, she does not often provide sufficient challenge. For example, when most-able children can confidently sort coloured animals into the matching coloured bowls, the childminder does not think how she could extend their learning further. In addition, the childminder does not consider how to support younger children who are still developing their vocabulary and are not yet able to identify colours.

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need to do better?

n The childminder gathers key words in children's home languages to support children who speak English as an additional language. She involves herself well in children's play, and older children demonstrate good language skills. However, the childminder talks to children a lot but does not always pause to allow younger children to communicate so that they are leading the conversation. When the childminder asks older children questions, she does not allow them time to think and respond.

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need to do better?

13 February 2025 n Children benefit greatly from daily opportunities to play outside in the fresh air. The childminder takes children to play in the local park, where children can develop a range of physical skills such as climbing, balancing and going down the slide. Children are provided with a range of well-balanced, home-cooked meals. n The childminder broadens children's experiences by taking them on planned outings. For example, children visit the farm, playgroups and the library. This helps children to socialise with others and learn about the world around them. n Overall, the childminder completes sound risk assessments. She supervises children well on outings and talks to children about keeping themselves safe, such as not climbing up the slide. However, this is not consistent. For instance, the childminder does not help children to understand the importance of being strapped into their high chairs and that it is dangerous to try to stand up.

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need to do better?

n The childminder is kind and caring and encourages the children to be the same towards their peers. Aside from minor disputes, children play well alongside each other and laugh when they run around and chase each other in the park. They spontaneously go to the childminder for cuddles, showing that they feel comfortable and secure. n The childminder develops positive relationships with parents. She spends time getting to know children's care needs and stage of development before they attend. The childminder shares information with parents about their child's progress and care.

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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.

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Due date

build on current training and professional development to strengthen knowledge of effective teaching and learning. 13/03/2025

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should:

n strengthen interactions with children to provide consistent support for their communication and language skills, including giving children enough time to

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should:

13 February 2025 think and respond during conversations n develop a more consistent approach to helping children learn about risks and keeping themselves safe.

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Setting details

Unique reference number EY339791 Local authority Surrey Inspection number 10368948 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 2 Date of previous inspection 3 September 2024

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Information about this early years setting

The childminder registered in 2006. She lives in Woking, Surrey. The childminder provides care Monday to Friday, from 8am to 5pm, for most of the year. She provides government funded early education places for children aged from nine months to four years. The childminder works alongside her husband, who is a registered assistant.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n Children spoke with the inspector during the inspection. n The inspector spoke to the childminder's assistant during the inspection. 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 childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

13 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

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

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