Cullum, Nina Brigitte

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 welcoming environment where children are happy and settle quickly. She works closely with parents to gain knowledge and information about their children before they attend. This helps children develop close relationships with the childminder, who gets to know them well. As such, children build strong attachments and demonstrate they feel safe and secure.

p.2

The provision is good

Children's creativity and imagination are very well supported. The childminder ensures that they can access their favourite costumes. For example, children dress up as racing drivers and witches, as they create their own stories. Children invite the childminder into their play, as they put on hats and sunglasses. The childminder uses these opportunities to help children learn about staying safe in the sun. For instance, children recall their previous learning and say they need to use sun cream when it is hot. This helps children learn how to keep themselves safe.

p.2

The provision is good

The childminder is a positive role model for children and encourages kindness. She is calm and responsive to the children's individual needs. For instance, the childminder gently reminds older children how to be kind to younger children and include them in their play. Children respond well to the childminder and behave well.

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need to do better?

n The curriculum is broad and ambitious and is based on children's interests and next steps in learning. She has a secure understanding of how they learn. The childminder uses the information she gathers through observations of children to provide meaningful experiences. She knows where they are in their learning and development and monitors their progress to identify any possible gaps in their learning. n Children begin to learn about numbers and counting. For example, the childminder introduces different concepts as children measure how tall they have grown. The childminder helps children to predict who is going to be taller or shorter. Furthermore, the childminder helps children sequence their counting skills. For instance, they confidently count how many stepping stones there are in the garden. This helps children to consolidate and recall their early mathematical skills. n Mostly, the childminder promotes children's communication and language well.

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need to do better?

She uses ongoing commentary as children play and encourages them to join in. Furthermore, the childminder reads stories with children. However, at times, she does not model language correctly and abbreviates words when she speaks to children. This means children are not consistently hearing the correct words to further build on their language skills.

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need to do better?

24 February 2025 n The childminder ensures that children have daily exercise. Children develop good physical skills. For example, children run and jump in puddles in the garden. The childminder skilfully teaches children how to use the swings as they move their bodies back and forward. This helps children to challenge and develop their large-muscle groups. n Children's independence is promoted well. The childminder teaches children to put on their coats and wellington boots to play in the garden. She is patient and gives children plenty of time to succeed. This helps children gain confidence in their abilities. n The childminder ensures that children know about the benefits of healthy eating. She provides parents with ideas for healthy packed lunches. The children understand about germs as they talk about washing their hands before food and after using the toilet. This helps children learn how to manage their self-care.

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need to do better?

n The childminder supports children's emotional development. As children play, she talks about different feelings. For instance, the childminder helps children to understand how characters in the stories she reads may feel. This helps children understand different emotions and supports them to behave well. n The childminder is committed to working towards continuous improvement. She regularly networks with other local childminders. The childminder researches new activities to do with the children. Furthermore, she has accessed training to support children's early mathematics development. This has helped her to create interesting resources to use in her curriculum. n Partnerships with parents are strong. The childminder shares information of children's learning records as well as speaking with parents at drop off and collection times. This helps parents to continue children's learning at home. Parents say the childminder is nurturing and knows the children very well. This

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need to do better?

helps children quickly settle in her care.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n ensure that correct language and the pronunciation of words are modelled to support children's language skills.

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Setting details

Unique reference number 121612 Local authority Surrey Inspection number 10368070 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 3 Date of previous inspection 7 March 2019

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Information about this early years setting

The childminder registered in 1992 and lives in Redhill, Surrey. She operates all year round, from 8am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder offers government funded places for children aged between nine months and four years. She holds a relevant childcare qualification at level 3.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she organises her early years provision, including the aims and rationale for the curriculum. n The inspector observed the interactions between the childminder and the children. n The childminder spoke to the inspector about their intentions for children's learning. n Parents shared their written views of the childminder's setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

24 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

24 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

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

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