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

Children arrive eager to begin their day with the childminder and any assistants she works with. Children develop good relationships with the adults, which they build, such as through the effective settling-in sessions. This enables children to separate from their parents with ease and to feel safe and secure. Children learn about life cycles, such as that of a caterpillar to a butterfly. They enjoy listening to stories and gain new vocabulary, such as 'cocoon', helping to extend the number of words they know and understand. The childminder builds on learning, linking the food the caterpillar ate, to the fruit they prepare for snack.

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The provision is good

Children recall aspects from their home lives with support from the childminder. For example, they talk about their family members and those important to them. This contributes to strengthening children's communication skills, as well as their sense of belonging. Children learning more than one language receive effective support in understanding their home language and learning English. The childminder uses different languages when speaking with children, helping all children to understand similarities and differences. Children learn about their safety and that of others. They begin to understand the rules for crossing roads safely, such as while on outings. For example, children recognise the need to stop, look and listen before stepping off the pavement.

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need to do better?

n The childminder and any assistants she works with, clearly know children's care and learning needs. They understand their family make-up and how best to support not only the child but the family. The childminder uses an effective system for observing and assessing children's learning and uses the information to plan for what children need to learn next. n The childminder devises an effective curriculum that she sequences successfully overall. This enables children to develop the skills and attributes they need to gain. However, the childminder does not consistently think through the activities for all ages, to make sure that children learn the most from intended experiences. n Good parental partnerships are clearly evident. Parents comment that they appreciate the real-time updates they receive throughout the day, enabling them to feel part of their child's session. They report that there is a 'family feel' to the

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need to do better?

setting and that they receive information about how to support their child's learning at home, supporting a collaborative approach. n Children behave well and happily socialise with the other children. However, the childminder does not always make sure that she and any assistants she works with, give children explanations about the consequences of their behaviours. This does not enhance children's understanding of the impact of their actions

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need to do better?

24 February 2025 and to learn to change this next time. n Children thoroughly enjoy story sessions, which are interactive. The childminder provides props of the characters, helping children to focus for lengthy periods and feel part of the story. This builds on children's interest in language and early literacy. n The childminder actively encourages children to develop good levels of independence from an early age. She teaches children to do things for themselves, such as readying themselves for outings and managing their personal care needs. This builds on the skills they need in readiness for their next stage in life, including the move on to school. n The childminder knows of how to assess the quality of the learning experiences. She recognises the changes she can make to build on children's learning. This enables her to be realistic in her assessments of practice and how to improve learning outcomes for children.

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need to do better?

n The childminder is highly qualified and makes sure that she and any assistants she works with enhance their knowledge. They attend regular training courses and work closely together to make continual improvements to the provision. This helps them to meet the ever-changing care and learning needs of children attending.

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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 planning of activities to enable children to gain even more from the learning experience n enhance staff's knowledge of consistently supporting children to understand the consequences of their actions.

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Setting details

Unique reference number 2697463 Local authority Surrey Inspection number 10368320 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 12 Number of children on roll 22 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in the Lower Kingswood area near Tadworth, Surrey. The provision opens from 9am to 3pm term time only. The childminder holds qualified teacher status and works with assistants. She is eligible to accept early education funding.

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Inspection activities

n The childminder spoke to the inspector about her intentions for children's learning. n The inspector carried out a joint observation with the childminder. n Children interacted with the inspector throughout the inspection. n Parents shared their views about the setting with the inspector. n The inspector viewed the provision and discussed the safety and suitability of the premises.

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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

24 February 2025 24 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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