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 settle well, make good progress, and enjoy their time in this homely environment. The childminder plans activities that are based on children's interests and specific learning needs. For example, young children develop language skills during their play. They delight at following the childminder's lead of finding animals which begin with different initial sounds. The childminder extends children's learning well during play. She identifies when children are competent at tasks and provides increasing challenge, where appropriate. For example, when playing with beads, she teaches children how to thread them through ever decreasing holes. As a result, children remain engaged in play that supports their learning.

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The provision is good

The childminder builds trusting relationships with children. As a result, children show that they feel settled as they confidently call the childminder's name and cuddle into her for comfort. Children listen to the childminder's instructions and show a good understanding of how they can keep themselves safe as they walk downstairs. For example, children turn around and shuffle, reaching for the childminder's hand for reassurance as they go down the steps.

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The provision is good

Children develop a good awareness of healthy lifestyles. The childminder recognises the importance of daily exercise and fresh air to support children's development. Children enjoy regular trips to the local toddler and soft-play groups. The childminder teaches children the importance of eating good foods and provides them with healthy and nutritious meals and snacks.

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need to do better?

n The childminder knows children well. She gathers a range of information from parents about children's likes, dislikes and routines when they first start. The childminder follows children's interests and tailors activities, and her support, to focus on what they need to learn next. She carefully identifies any gaps that require further support and works together with parents to address these. This helps children to make good progress in their learning. n The childminder supports children's communication skills. For example, she speaks to children clearly and repeats words back to them, allowing them to hear the correct pronunciation. The childminder plays alongside children and skilfully asks them questions, allowing them time to think and respond. n Children show enthusiasm for learning. The childminder offers a variety of choices in their play. This ensures that children thoroughly enjoy activities and

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need to do better?

experiences linked to their own likes. The childminder encourages children to try tasks for themselves. For example, children show resilience when they try to take off their own shoes and put them away. They develop the ability to keep on trying and have confidence in their own abilities.

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need to do better?

29 January 2025 n Overall, the childminder supports children's mathematical development. For example, children can name colours, and the childminder is supporting them to recognise and name different shapes. However, the childminder does not fully support them to build on their wider mathematical vocabulary. For instance, when children count and play with different-sized objects, the childminder does not help them to learn new words, or teach mathematical concepts as well as other areas of learning. n The childminder has high expectations for children's behaviour and encourages independence from a young age. She is a good role model and involves children in routines, such as tidying up. The childminder praises their efforts, supporting children to feel valued. Children behave well. They respect the childminder and respond well to instructions. She remains calm and speaks softly to children to encourage them to do the same.

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need to do better?

n The childminder works closely with parents and other professionals. She shares information about children's key achievements and individual needs. This helps to promote a consistent approach. She liaises closely with parents to ensure that they receive daily information about their child's day. n The childminder completes mandatory training, such as safeguarding and first aid. This keeps her knowledge of how to protect children's safety up to date. She understands the impact of training to support children's developing needs, such as those with English as additional language, at her setting. n The childminder teaches children about differences between themselves and other people. Children learn that they are special and unique. They learn to respect themselves and other people. Children are kind and feel emotionally secure.

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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 enhance the curriculum for mathematics.

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Setting details

Unique reference number EY445577 Local authority Surrey Inspection number 10368296 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 6 Number of children on roll 5 Date of previous inspection 14 March 2019

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Information about this early years setting

The childminder registered in 2012 and lives in West Byfleet. She works Monday to Friday between 7.30am and 6pm, throughout the year. The childminder receives funding to provide early years education for children aged up to four years of age.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision. The inspector observed the quality of education provided and assessed the impact that this was having on children's learning. n The inspector completed a learning walk with the childminder through all areas of the premises used by the children. n Parents shared their views through written feedback. The inspector took these views into account. n The childminder carried out a joint observation with the inspector. n The inspector looked at a sample of the documentation. This included evidence about suitability and qualification records.

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Inspection activities

29 January 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

29 January 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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