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 are warmly greeted by the childminder when they arrive. The childminder allows the children time to hang up their coats, put their shoes away and wash their hands. Children know what to do when they arrive and understand the routine. The childminder takes time to speak to parents when they drop off, sharing any relevant information. Children find their photo and place it on the board to self-register. This helps them to feel secure and settled.

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The provision is good

Children play well together and are confident in the environment. For example, they freely choose resources they require to aid their play. The childminder follows the children's interests and supports their learning through play. For instance, children create structures using small building bricks and independently group these into colours. The childminder skilfully supports children to think about these colour groups and shapes and the position of the structures.

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The provision is good

Children behave very well. The childminder helps children to overcome any disagreements they might have with their friends. For example, she encourages children to think about how they are feeling and how they think their friends are feeling. The childminder gives children time to work out the best way to share resources. This helps children to make good friendships and develop a positive sense of self.

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need to do better?

n The childminder is reflective on her practice and attends regular training sessions and workshops to help her support children's learning further. For example, she has recently attended training on how best to support children's developing language and how to promote their mathematical skills. The childminder and her co-childminder work closely to reflect upon and evaluate their practice together. This helps the childminder to keep her practice current and responsive to children's needs. n The childminder knows the children well and plans activities based on their interests. The childminder has high expectations for all children, and the curriculum for older children is securely embedded. However, the ambitious curriculum for younger children means that, sometimes, the childminder does not focus on the immediate skills children need to learn next to build on what they already know. This means that children are not fully supported to progress

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need to do better?

on to the next steps in their learning. n Children's independence is promoted extremely well. For example, children from a young age are encouraged to dress themselves and serve themselves at mealtimes. Older children pour their drinks and spread butter on their crackers at snack time. The childminder skilfully supports children to do tasks for

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need to do better?

5 March 2025 themselves, and children are eager to try new things. n Older children are learning about healthy lifestyles and can recall the things they have learned. For example, children talk confidently about healthy and unhealthy foods, and how treats are not good for their teeth. They recall the need to brush their teeth twice a day for two minutes. Children talk about how their 'heart pumps hard' when they have been dancing. The childminder supports children's understanding of the effects of physical exercise on their bodies. n The childminder is passionate about expanding children's experiences and recognises that they will have had a variety of different experiences from each other. She organises various visits from members of the local community, such as parents, the postman and the local police dog handler. In addition, the childminder plans trips to the local supermarket and nearby attractions to

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need to do better?

promote their knowledge of the world around them. n Partnerships with parents are very strong. The childminder regularly shares children's progress with parents. Parents are invited into the setting for play sessions. The childminder has recently introduced bags that parents can take home with ideas of activities they can do to support their children's learning at home. Parents share videos with the childminder of the children practising their new skills. n Children have the opportunity to learn about different cultural celebrations and events. For example, they recently learned about Chinese New Year and Pancake Day. Children recall how to make pancakes when playing in the outdoor mud kitchen. They talk to each other about the ingredients they need and how high they can flip their pancakes, saying, 'as high as space'. The childminder skilfully follows the children's direction and asks them questions about space and the

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need to do better?

planets to extend their thinking further.

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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 practice to focus more precisely on the skills children need to learn next, particularly younger children.

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Setting details

Unique reference number EY545540 Local authority Surrey Inspection number 10372152 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 3 April 2019

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Information about this early years setting

The childminder registered in 2017. She is located in Caterham and works with a co-childminder. She operates Monday to Thursday from 7.30am to 6.30pm, all year round. The childminder has a recognised childcare qualification at level 3. She provides funded early education for children aged from two to four years.

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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 spoke with the inspector 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. n Parents shared their views of the setting with the inspector.

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Inspection activities

5 March 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

5 March 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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