Golding, Eve Marie

Golding, Eve Marie

Unique reference number (URN): EY219044 Address: 39 Dunsmore Road, Walton-on-Thames, Surrey, KT12 2LJ Type: Childminder Registered with Ofsted: 17/12/2001 Registers: EYR, CCR, VCR Registered person: Golding, Eve Marie

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children demonstrate confidence and high levels of engagement. They are active and inquisitive learners who happily explore independently and take part in imaginative play as well as group activities.

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Achievement Expected standard

Children display age-appropriate social skills. They learn to listen and communicate effectively, follow instructions and manage their emotions and impulses. For example, they practise these skills when playing turn-taking games. This enables them to express themselves, form friendships and resolve minor disagreements appropriately, preparing them well for the next stage in their education.

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Achievement Expected standard

Children progress very well through the curriculum, which is carefully designed around the children attending the setting. They demonstrate confident language skills and a secure understanding of early mathematical concepts.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations of children's behaviour. She supports children on an individual basis to develop these skills and carefully considers their age and stage of development.

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Behaviour, attitudes and establishing routines Expected standard

Children learn to take turns, for example by playing board games, and to be considerate and kind to one another. They learn to manage their emotions and look to the childminder for support when they need it. Mealtimes are relaxed and sociable occasions with positive conversation. The childminder uses these routine activities to consistently teach social skills, such as waiting for one another and using polite language. As a result, children develop the skills needed to form friendships with their peers and navigate the wider world confidently.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works consistently with parents to promote good attendance and ensure that children benefit from access to their full entitlement.

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Behaviour, attitudes and establishing routines Expected standard

Children regularly go out into the local community with the childminder. During these outings, they practise their social skills in larger groups and learn how to keep themselves safe in the wider world. For example, they routinely learn and practise road safety skills.

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Children's welfare and wellbeing Expected standard

The childminder has created a warm and nurturing environment where children feel at home, safe and valued. She adapts her care practices effectively to ensure that they thrive. She knows and understands children's individual needs and circumstances. She carefully considers these when evaluating resources, activities and her curriculum to ensure that children's needs are met. There are warm, secure relationships between the childminder and the children in her care. She is a positive role model, and children demonstrate secure attachments as they giggle with excitement while celebrating new achievements together. Children develop a clear understanding of routines around personal hygiene and safety. They model these routines during independent role play, such as pretending to wake up and brush their teeth.

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Children's welfare and wellbeing Expected standard

Children learn how to keep themselves safe when out and about through gentle guidance, ongoing conversation and increased awareness. This growing understanding prepares them well for life in the wider world and supports their confidence and independence as they explore new situations.

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Curriculum and teaching Expected standard

The childminder effectively designs an ambitious curriculum based on her assessment of children's needs and stages of development. Activities and resources are carefully planned to support children in achieving their next steps. The aim of the curriculum is to develop independent and confident learners.

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Curriculum and teaching Expected standard

Children happily engage with the well-planned activities. They stay on task for impressive amounts of time while they enthusiastically join in. The childminder creatively ensures that all activities suit the wide age range of children in her care. For example, a tray activity provides a sensory experience for babies while offering pre-school children opportunities to measure and develop their mathematical language. These carefully planned activities support all children to be well prepared for the next stage in their education.

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Curriculum and teaching Expected standard

Overall, the childminder's quality of teaching is effective, and early literacy is promoted well. For example, toddlers 'read' a book and sing the nursery rhymes in it, while slightly older children pretend to read the words in a book. However, the childminder does not always make full use of opportunities to extend children's vocabulary and learning. This means some interactions are slightly less effective than others at fully extending children's learning.

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Curriculum and teaching Expected standard

Children's physical development is promoted through regular outdoor activities where they can climb and explore the wider world.

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Inclusion Expected standard

The childminder is inclusive in her practice. She knows the children she cares for very well and adapts the curriculum and learning environment to meet their individual needs. The childminder regularly and effectively assesses children's stages of development and plans their next steps based on this assessment. This ensures that barriers to learning are identified and that all children are supported to make steady progress in line with their age and stage of development.

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Inclusion Expected standard

The childminder's ongoing assessment enables her to identify emerging gaps in learning, such as delays in speech and language development, at an early stage. She works closely with parents and, where appropriate, other professionals to provide targeted support. The childminder carefully monitors the impact of this support to ensure that children continue to achieve well and develop key skills so they are well prepared for the next stage of their education.

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Leadership and governance Expected standard

The childminder's practice centres around the needs of the children in her care. She understands their individual needs and circumstances and makes all decisions with the aim of supporting their development. This ensures that they are happy, content and well prepared for the next stage of their education and life in the wider world. The childminder regularly evaluates children's progress and adapts activities, resources and the curriculum to meet their developmental needs. She uses these evaluations to identify areas for improvement in her setting and undertakes relevant professional development to add to her knowledge.

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Leadership and governance Expected standard

The childminder completes training to support strategies that address barriers to learning and close gaps in children's development. However, opportunities remain for her to engage more routinely in wider professional development to further enhance the quality of education and deepen her knowledge to improve the outcomes for children.

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Leadership and governance Expected standard

The childminder engages in an active daily dialogue with parents about their children's experiences, progress and next steps, suggesting ways they can continue learning and development at home.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children thoroughly enjoy their time in the care of the experienced childminder, who knows them very well. As a result, they achieve well and feel confident and secure in her welcoming, home-from-home environment. They are happy, settled and actively engage in a varied curriculum that is thoughtfully designed around their individual needs. The childminder ensures that all children are fully included. They form close, trusting relationships with her and look to her for guidance and reassurance as they develop their social skills in a supportive environment with a clear sense of community.

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What it's like to be a child at this setting

The childminder has a clear focus on communication and language. She uses daily songs and story times effectively to foster a love of books and support children to concentrate on tasks. These well-planned activities help prepare children well for the next stage of their education. Children enjoy a wide range of outings with other childminder groups. This strengthens their social skills and broadens their understanding of the wider world as they learn to navigate larger groups and build friendships.

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What it's like to be a child at this setting

Children develop their independence skills through everyday activities. For example, the childminder gives them time to peel their own oranges and celebrates their achievements, helping to build confidence and perseverance. She pays close attention to children's ongoing development and quickly identifies any emerging gaps in learning. She works closely with parents, maintaining effective policies and highlighting the importance of regular attendance to support consistent learning. Through frequent conversations about children's progress, the childminder ensures a collaborative approach that helps all children make steady progress.

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Address:

39 Dunsmore Road Walton-on-Thames Surrey KT12 2LJ

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Next steps

The childminder should make use of all opportunities during play and planned activities to fully extend children's language, vocabulary and learning. The childminder should undertake wider professional training to enhance the quality of education and deepen her knowledge to further improve outcomes for children.

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About this inspection

The inspector spoke with the childminder during the inspection.

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About this inspection

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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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