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 Not applicable

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The provision is good

The childminder provides a warm and welcoming environment. Alongside her co- childminder, she gathers detailed information on children's abilities, routines and interests right from the start. She uses this data to help form her initial assessments. The childminder's curriculum places a strong focus on children's developing speech, language and communication skills. She embeds this well into children's daily activities. For example, as children pick up bricks with their diggers, she introduces words, such as 'stop' and 'go.' She deepens their knowledge with props, such as written signs, to help build on their understanding even further.

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The provision is good

Children show they feel safe and secure in the childminder's care. They are motivated and curious to learn. For example, they show good problem-solving skills and confidently build houses with construction pieces. The childminder skilfully extends children's learning and links in discussions about colour and shape. Younger children confidently join in their older children's play. They show pride in their achievements when they successfully connect pieces together. This helps to build on the muscles in their hands and fingers in preparation for future writing.

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The provision is good

The childminder is a good role model. She is calm and patient and encourages children to talk about how they are feeling. Children are confident to describe their emotions. They use words, such as 'happy,' 'funny' and 'excited,' as they engage in their play. All children enjoy their time with the childminder and their friends.

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need to do better?

n The childminder regularly assesses children's on-going progress. She works closely with parents and other professionals involved in children's care, and has a secure knowledge of what children know and can do. For instance, she recognises children's early enthusiasm for mathematics, and thoughtfully incorporates mathematical concepts into their play. She illustrates this well and encourages children to make predictions as they race cars down slopes. As children build towers, she introduces words, such as 'taller' and 'smaller.' This helps to build on their understanding in a meaningful and enjoyable well. n The childminder supports children's speech and language development well. She uses repetition and short sentences so children begin to learn language for talking. As children engage in pretend play, she asks questions and engages them in discussion about what they are doing. Younger children delight in joining

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need to do better?

in with actions songs. They confidently use gesture and single words to ask the childminder for more. n The childminder offers children some age-appropriate steps to help build on their self-care needs. For example, she talks to children about the importance of washing their hands. However, at times, she is quick to complete tasks for

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need to do better?

25 February 2025 children, such as tidying away toys, and putting on their coats and shoes. This does not provide children with the opportunities they need to practise and extend their growing independence. n The childminder introduces children's cultures and family backgrounds into daily activities and routines. For instance, she introduces words in the diverse languages of children as they engage in their play. As part of a sponsored scheme, children have opportunities to send and receive letters from young people that live in different countries. This helps to broaden their knowledge of the similarities and differences of others in the wider world. n The childminder is a good role model. She joins in children's activities and gives them gentle reminders to share and take turns. Older children show kindness to others and include their younger peers in their games. For instance, they give them sensitive support to help build walls and towers. They all express delight

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need to do better?

as they use resources, such as diggers, to knock them down again. n Partnerships with parents are good. The childminder works effectively with parents to meet children's needs. She keeps parents well informed about their child's on-going progress and care, such as through daily feedback and digital media. Parents say their children are developing a range of great skills that support their development. n The childminder works closely with her co-childminder to evaluate her practice. She asks parents to complete questionnaires and uses feedback to improve her service. She places a strong focus on her professional development and updates her skills and knowledge, such as through regular training.

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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 opportunities for children to take on small tasks for themselves and build on their independence skills.

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Setting details

Unique reference number 2697705 Local authority Surrey Inspection number 10372450 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder lives in Shepperton, Surrey. She works with a co-childminder and operates Monday to Thursday, from 8am to 6pm, term time only. The childminder offers funded early education for two,- three-, and four-year-old children. She holds an appropriate level 3 qualification.

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Inspection activities

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 Children communicated with the inspector during the inspection. n The inspector took into account the written views of parents. 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

25 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

25 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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