Burtenshaw, Venus

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 Good

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The provision requires improvement

Overall, children are happy and they enjoy their time with the childminder. She focuses on what she wants children to learn and arranges the learning environment to support them in these areas of development. For instance, the childminder encourages children to develop their large-muscle strength by giving them stepping stones to walk across. She recognises when to step in to provide appropriate support, such as holding the hands of younger children so that they can join in with the activity. The childminder praises them when they make it across the stepping stones, which helps children to have a sense of pride in their achievements. However, at times, younger children do not benefit from consistently good teaching from the childminder. At these times, children are not supported to extend their learning, which results in them getting restless. This does not fully support children to engage well in, and develop positive attitudes towards, learning.

p.2

The provision requires improvement

Generally, children behave well. The childminder is quick to provide them with support when they need help regulating their behaviour. For instance, when children climb on the furniture, the childminder encourages them to get back down. Children listen and respond appropriately, which helps them to learn how they are expected to behave.

p.2

need to do better?

n The childminder works with assistants. She meets regularly with them to discuss their practice, the children and the planning for children's learning. She ensures that her assistants undertake relevant training, such as paediatric first aid and safeguarding. However, the childminder does not consistently provide her assistants with good support to help them understand their roles and responsibilities. This does not fully enable them to develop the quality of their interactions with children and implement the policies and procedures effectively. n The childminder has good knowledge of child development and the skills that children need to gain before they start school. This enables her to decide what she wants children to learn, which she incorporates into her daily planning. She monitors children's progress, and she works in partnership with parents and other relevant agencies to promote children's continued development. However,

p.2

need to do better?

the childminder has not considered the impact on children's speaking skills of spending long periods with dummies in their mouths, despite this being one of their learning goals. n The childminder has developed strong bonds with children. They enjoy interactions with her, such as sharing their thoughts and ideas as they draw their pictures. However, on occasion, the childminder does not consider how to adapt daily routines to meet children's needs. For instance, during mealtimes, children are left waiting for long periods for their food to be served. Tired children are

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need to do better?

17 February 2025 also not offered naps at appropriate times. At these times, children get upset and restless. n Older children are supported well to extend their knowledge. For example, the childminder shows them flash cards with different colours and shapes on. She asks children to name the shapes and colours that they recognise and teaches them the ones they are less familiar with. She also encourages them to add a clap for every step they take, and she supports children to count their claps correctly. This helps them to build on their mathematical skills. However, the childminder does not ensure that teaching is consistently good for all children. For instance, younger children receive little support to engage in a mark-making activity. This results in them losing interest, and they do not benefit from opportunities to extend their learning. n Children receive good support to develop an awareness of risks. For example,

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need to do better?

the childminder reminds them to finish eating before they speak. She explains the dangers to children. Additionally, the childminder supports them to use their dinner knives safely. This helps children to learn to manage risks for themselves. n Parents are appreciative of the teaching and care that the childminder provides for their children. They report that she creates a warm and nurturing environment where children feel happy and safe. Their children grow in confidence, and they enjoy their time with the childminder.

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

Due date

improve support for any assistants so that they fully understand their roles and responsibilities 06/03/2025

p.3

Due date

ensure that all children benefit from consistently good teaching and support to extend their learning. 06/03/2025

p.3

should:

17 February 2025 n implement effective support to promote children's developing language skills n review and improve the daily routines so that children's needs continue to be met.

p.3

Setting details

Unique reference number EY356242 Local authority Surrey Inspection number 10376123 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 9 Number of children on roll 19 Date of previous inspection 17 May 2019

p.5

Information about this early years setting

The childminder registered in 2008. She lives in Walton-on-Thames, Surrey. She regularly works with three assistants. The childminder offers care from 7.15am to 6pm, Monday to Friday, all year round. She provides government funded early education places for children aged from nine months to four years. The childminder holds a relevant early years qualification at level 3.

p.5

Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The inspector observed the quality of education being provided and assessed the impact that this has on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

17 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

17 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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