Spearing, Dawn Angela

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

The childminder provides a warm and nurturing home-from-home environment. She works closely with parents right from the beginning and tailors settling-in procedures to meet the individual needs of their child. The ongoing discussions she has with them each day help her to understand children's precise needs when they arrive at the setting. Children show they feel safe and secure. They are happy and settled, and they thoroughly enjoy their time in the childminder's care.

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The provision is good

The childminder's curriculum places a strong focus on children's developing speech and language development. She implements this well as children engage in their activities. For example, as young children shake and bang musical instruments, she introduces new words to describe the sounds they make. The childminder repeats words in different contexts throughout the day, so they gradually develop their early vocabulary.

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The provision is good

The childminder actively engages in children's play. She encourages them to share and take turns and to tidy up when they have finished playing with their resources. Children listen and take pride in helping with small tasks, such as sweeping up sand. They learn to respect the environment and how to look after the toys. The caring childminder consistently praises children for their achievements, which boosts their confidence and self-esteem.

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need to do better?

n The childminder plans an ambitious curriculum. She has a good understanding of what children know and can do, and she uses this information to plan for the next steps in their development. She gathers an abundance of information before the children start with her and shares ongoing feedback with parents regarding children's progress. This supports continuity in their child's care and learning. n Children make independent choices in their play and enjoy games, such as throwing balls. This supports children's hand-eye coordination and the development of the small muscles in their hands. At times, during adult-led activities, the childminder does not fully focus on children's emerging interests and individual learning needs. For example, during a planting activity, children show excitement as they practise using tools to transfer soil into pots. However, the childminder places a strong emphasis on the final outcome. She is quick to

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need to do better?

complete the activity for them and clears it away. This frustrates children and hinders opportunities for them to practise their skills and make the best possible progress. n The childminder fosters a strong love of books. Children frequently choose to snuggle up with her and enjoy stories together. Her engaging storytelling helps

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need to do better?

2 April 2025 to promote children's listening and attention skills and nurtures a lifelong enjoyment of reading. n The childminder builds on children's understanding of developing a healthy lifestyle. For example, she provides children with well-balanced meals each day. She reminds children to drink water and talks to them about the importance of keeping hydrated. This supports children's health and well-being. n Parents comment they appreciate the nutritious meals their children enjoy each day and value the childminder's invaluable support in promoting their child's care routines at home, such as with toothbrushing. They feel well informed about their children's progress and, overall, development. n The childminder places a strong focus on outdoor learning. She takes children to parks and open play spaces, where they can practise their skills on a wider variety of apparatus. The childminder builds on children's love of the natural

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need to do better?

world with real-life experiences, such as nature walks and outings to feed the ducks. n Children begin to learn how to manage their personal safety. For instance, the childminder reminds them how to use apparatus safely. She teaches children road safety and how to stay safe around water on outings in the community. n The childminder has high expectations for children's behaviour. She is a good role model and talks to children with respect. She consistently uses kind words, such as 'please' and 'thank you,' and gives children gentle reminders to treat resources, such as books, with care. n The childminder is reflective of her practice. She is experienced in childcare and keeps her knowledge and skills up to date through online training and continued research. Recent training has deepened her understanding of the importance of fostering children's early independence skills to help prepare them for nursery or

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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 focus more precisely on the emerging interests and individual learning needs of children during adult-led activities to ensure that they make the best possible progress.

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Setting details

Unique reference number EY463016 Local authority Surrey Inspection number 10388775 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 29 July 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Woking, Surrey. She operates all year round, from 8am to 5pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate level 3 childcare qualification. She provides government funded childcare.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n Children communicated with the inspector during the inspection. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n The inspector took account of the written views of parents. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

2 April 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

2 April 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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