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 and settled in the childminder's home-from-home setting. They are valued and have excellent relationships with the caring childminder. The childminder recognises when children need reassurance and offers them plenty of cuddles, when needed. This helps children feel safe and secure in her care.

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The provision is good

The childminder creates a broad and ambitious curriculum for all children. She plans an abundance of experiences outside the setting. The childminder is skilful at helping children recall previous learning. For example, children recall how they previously collected apples in the garden for birds to eat, as they observe parakeets searching for food in the childminder's garden. The childminder uses these opportunities to skilfully extend children's thinking. For instance, she talks with children about blossom growing on the trees and the different seasons. Children are developing a strong knowledge of the world around them.

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The provision is good

The attentive childminder has high expectations of children behaviour. She teaches children how to care for others and how to share resources. The childminder understands the needs of young children and is patient and calm with them. This helps children develop early friendly relationships with their peers.

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need to do better?

n The childminder supports children's language and literacy skills very well. She reads stories to children in very expressive ways, which they enjoy and listen attentively to. Children spontaneously sing songs as they play. The childminder creates rhyming patterns of words to introduce new vocabulary. For example, children talk about a bridge that they walk under and name it the 'Gecko Echo' bridge, as they can hear their voices when they shout. Children are confident communicators. n The childminder follows children's learning as they choose from the well- organised environment. She provides rich mathematical language to discuss size, shape and number. For example, children create an imaginary playground with different shaped blocks. The childminder introduces new concepts, such as semi- circle. Her sensitivity helps children to repeat their counting as they start to match quantities to numerals. This helps older children develop a good

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need to do better?

knowledge of early mathematics for later learning. However, at times, the childminder does not plan as precisely as possible for what she wants younger children to learn. This means they are not consistently encouraged to participate, enabling them to extend their learning. n The childminder teaches children good personal hygiene routines, such as handwashing before meals. Children enjoy healthy, wholesome and nutritious snacks that support their well-being and knowledge of making healthy choices.

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need to do better?

25 February 2025 n The childminder regularly evaluates her setting to ensure that she provides children with the best possible learning experiences. She reflects on opportunities to develop her own professional knowledge. This enables her to extend her skills and deepen her knowledge even further. The childminder researches other approaches to early years. For instance, she is passionate about teaching children through the natural world. As such, she uses her research to create experiences outside her setting. The childminder embraces the outside world as her learning platform to support children's knowledge and skills. n The childminder encourages children to understand and begin to name different emotions. She uses stories to generate discussions and raise children's awareness of different feelings. For example, children illustrate their emotional literacy as they talk about characters being 'happy' and 'sad' based on their

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need to do better?

facial expressions. n Parents are very happy with the care the childminder provides. They say she is a 'wonderful person'. Parents are particularly pleased with their children's developing language skills. They say the childminder teaches children so much on their daily trips. Children talk to their parents about the different animals they have seen, such as 'Egyptian geese', and confidently name various insects. n The childminder keeps parents well informed about what the children have been doing through daily conversations. She offers advice and guidance to support children's learning at home. This helps to support continuity of care for children.

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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.

p.3

should:

n strengthen the planning of activities to include more precise intentions for younger children's learning.

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Setting details

Unique reference number 121687 Local authority Surrey Inspection number 10376224 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 22 May 2019

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Information about this early years setting

The childminder registered in 1999 and lives in Thames Ditton, Surrey. She operates term time, Tuesday to Thursday, 7.30am to 5.30pm, except bank holidays and family holidays. The childminder offers government funded places for children aged between nine months and four years.

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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 childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and children. 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

25 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

25 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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