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 happy, confident learners. The childminder provides a warm, welcoming, home-from-home environment where children flourish and thrive. She encourages children to choose resources, and then supports their learning by playing alongside and narrating their play. The childminder uses effective strategies to support children's speech and language skills, such as repeating words clearly and introducing new words to develop children's range of vocabulary. The childminder engages in meaningful conversations with children and encourages them to talk about experiences that are important to them, such as activities with their family during the weekend. As a result, children's speech and language skills are developing well and children are becoming confident communicators.

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The provision is good

Children behave well and have good manners. The childminder gently reminds children to say 'please' and 'thank you' and praises them for being polite. This helps to raise children's self-esteem and teaches them how to build positive relationships. The childminder knows the children well and has good bonds with them. She swiftly responds to their needs and follows their lead, such as when children show an interest in toilet training, she supports them to succeed. This helps children feel valued and develops their confidence.

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The provision is good

The childminder has experience of supporting children with special educational needs and/or disabilities. She works with other professionals to ensure that all children's needs are met and that they have the opportunity to make good progress.

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need to do better?

n The childminder completes courses to support her professional development. For example, she uses effective strategies learned through a water play course to incorporate mathematical concepts into play, such as volume and capacity. This helps to develop children's understanding of maths and provides opportunities to introduce simple mathematical language. n During play, the childminder skilfully challenges children's thinking and encourages them to problem solve. For example, she asks children how to make a brick structure bigger to accommodate more toys. She encourages children to persevere and keep trying to find a solution to their problem. This helps children become critical thinkers and develops their concentration skills. n The childminder takes children on exciting trips outside of the setting to help them experience the community they live in. For example, the childminder arranges visits to historic buildings and gardens to help children learn about the

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need to do better?

past. This broadens children's knowledge and understanding of the world around them.

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need to do better?

3 February 2025 n Children enjoy listening to stories with the childminder. She uses an animated voice and puppets to help children focus on the story. Children listen well and engage in the story, answering questions and predicting what happens next. This helps to develop children's early literacy skills and encourages them to foster a love of books. n Children enjoy socialising and making friends. The childminder meets with other childminders, so children have opportunities to develop relationships with their peers. For instance, children are particularly excited to meet new friends at soft play. They recall past experiences and enthusiastically ask to go again. This helps to broaden children's friendship groups and to develop their confidence in social situations. n Parents provide positive comments about the childminder and the care she provides. They particularly like the range of activities on offer and the

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need to do better?

relationships she has with the children. The childminder gathers information from parents regarding allergies and intolerances to ensure that children eat the correct foods and are kept safe. The childminder communicates well with parents and shares information of children's learning and development. This helps to inform parents of the progress their children are making. n The childminder promotes healthy eating and encourages children to eat nutritious snacks and meals. She plants vegetables in the garden with the children to teach them about where food comes from. Children enjoy caring for the plants and watching them grow. This helps children learn about nature and encourages them to develop a healthy lifestyle. n Generally, the childminder encourages children to be independent. For example, she encourages them to put on their shoes and coats and peel their own fruit at snack time. However, at times, the childminder does not encourage children to

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need to do better?

do things for themselves that they are capable of, such as wiping their own noses or finding their own drinks. This limits the opportunities for children to develop and practise their self-care skills. n The childminder communicates well with other settings that the children attend. For example, she shares strategies that support children's behaviour to help them settle. This provides a good continuity of care.

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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 support for children to build their independence and further develop

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Setting details

Unique reference number 507283 Local authority Surrey Inspection number 10375780 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 6 Date of previous inspection 2 May 2019

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Information about this early years setting

The childminder registered in 2000 and lives in Worcester Park, Surrey. She operates all year round, Monday to Thursday, from 7.30am to 6pm. The childminder holds a relevant early years qualification at level 3 and accepts early years funding for eligible children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. 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 The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. 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 Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

3 February 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

3 February 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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