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 arrive happy and eager to explore the activities the childminder has carefully organised. The childminder plans the environment based on the children's interests. Children enjoy going outside into the garden when they arrive. They play imaginatively as they make pretend pancakes in the mud kitchen. The childminder asks the children if they can remember the ingredients they used when they made them at the setting. Children delight in sharing their experiences with each other.

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The provision is good

The childminder supports children to share the resources and play cooperatively with each other. She reminds children they must wait their turn and say 'thank you' when other children share the resources with them. Children are encouraged to say 'pardon' when they do not hear each other. This helps children develop friendships and promotes their social skills. The childminder is kind and caring. She offers comfort and reassurance to children when they need it. Children enjoy sharing a cuddle, listening to stories and having conversations with the childminder.

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need to do better?

n The childminder attends regular training sessions and webinars to help keep her knowledge up to date. She has recently taken part in training to help her to support children's storytelling skills and creativity. This has helped her to think about the questions she asks children to further support their language. In addition, the childminder reflects on her own practice and works closely with her co-childminder to share ideas. n The curriculum is based on children's individual interests and likes. The childminder regularly observes children and assesses the progress they make. Assessments are used to plan for the children's next steps in their learning. However, the targets set for children are not always precisely matched to their age or stage of development. This means that children do not fully embed some of their skills before learning new ones. n The childminder engages in conversation with children and asks questions as

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need to do better?

they play. For example, she comments on the '10 fat sausages' they make using play dough and introduces new words such as 'sizzle' and 'splash'. However, the childminder does not always recognise the attempts younger children make to engage in conversation to further support their developing language skills. n Independence is promoted well. Children are encouraged to spread the butter on their crackers at snack time, cut up their own fruit and pour their own drinks. The childminder chooses a child to be a helper for the day. Children know what their responsibilities are and carry these out with confidence. For example, they know they need to clear away the plates after their friends have finished eating. n The childminder promotes children's personal care well. Children are encouraged to wash their hands before and after mealtimes and when they come in from the

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need to do better?

5 March 2025 garden. The childminder provides children with a mirror to wipe their own faces after eating, or if they are dirty from playing outside. n The childminder encourages children's physical development. They take part in a dancing activity before lunchtime. The childminder models how to stomp, march and stand like a statue. Children copy these movements and clap their hands when they succeed. Older children talk about the effects of dancing on their bodies and how their hearts beat harder. n The childminder teaches children about cultures and religions other than their own. She organises trips out in the local community and to various attractions. For example, children visit the library, parks and the supermarket to buy fruit for snack. This helps develop children's awareness of the world around them. n Parents are very happy with the care their children receive. They know what their children are learning about and the activities they have taken part in. The

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need to do better?

childminder shares the progress children are making and how they can support their learning at home.

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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 take more account of children's individual age and stage of development so that planned targets are more achievable n enhance teaching to further support younger children's early communication and language skills.

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Setting details

Unique reference number EY545539 Local authority Surrey Inspection number 10372151 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 4 Date of previous inspection 3 April 2019

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Information about this early years setting

The childminder registered in 2017. She lives in Caterham and works together with a co-childminder at her home. She operates Monday to Thursday, from 7.30am to 6.30pm, all year round. The childminder holds a recognisable childcare qualification at level 3. The childminder provides funded early education for children aged from one to four years.

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Inspection activities

n The childminder spoke to the inspector about children's learning and development. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views 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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