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 demonstrate that they feel happy and safe with the nurturing and attentive childminder. They form close bonds from the start and feel relaxed in her care. Children enjoy the positive interactions they receive from the childminder, knowing that they are highly valued as unique individuals.

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The provision is good

The childminder provides an appealing learning environment, where children readily engage in activities that develop their creativity, critical thinking and fine motor skills. For instance, children design and construct structures with magnetic shapes. They are proud of their achievements when they build a detailed maze and a long multicoloured road. Children happily play on their own and with the childminder, who actively encourages them to share their resources and take turns. She praises them generously when they do so, such as when older children willingly offer construction pieces to the younger ones. This contributes towards children's increasing understanding of the expectations around good behaviour.

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The provision is good

The childminder creates and implements a varied curriculum that is based on children's interests, needs and abilities. She knows to adapt her approach according to their age and stage of development. Children's growing confidence and self-esteem are evident in the familiar and enjoyable activities they do. The childminder is very interested in what children say and do. She listens carefully to their questions and gives clear explanations to enhance their existing knowledge. This helps to promote children's social and emotional skills.

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need to do better?

n The dedicated childminder continues to increase her professional knowledge on a variety of topics. She is mindful of children's individual needs when selecting which training to complete. For example, she focuses on developing her understanding about how to support children's emotions and self-regulation skills. The childminder uses her training to successfully build on children's learning further, such as acting swiftly to support children's emotional well-being. n Children delight in playing and exploring outdoors in the fresh air. Their gross motor skills develop well. For instance, they move on different types of swings in the childminder's garden with growing confidence. This supports their core strength, stamina and coordination. n Children experience nature first hand on their outings to local places of interests, such as parks. They show a fascination for insects, particularly spiders, and

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need to do better?

carefully observe their movements. Children listen attentively as the childminder helps them to recall some of their visits, such as going on a train. They eloquently express how they felt going through a tunnel. The childminder reassures them that such feelings are momentary, which makes children feel

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need to do better?

23 April 2025 happy again. This helps children to make sense of the world around them. n The childminder gathers information from parents to identify children's starting points for their ongoing development. She regularly assesses children's progress by observing them at play, which helps to identify their next steps in learning. Although the childminder knows children well, there are times during their spontaneous play when she introduces too many concepts in one go. On such occasions, the childminder is not precise enough about what she wants children to learn next in order to build on their knowledge and skills over time. In these moments, children's learning is not always fully maximised. n Developing children's communication skills is supported well. For example, the childminder narrates what children do and repeats key words, phrases and simple sentences back to them. Children thoroughly enjoy singing and often

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need to do better?

hum their favourite nursery rhymes, producing some recognisable words. Despite this, the childminder acknowledges that she is yet to consistently implement more effective strategies to support language and comprehension skills for those children who are starting to learn English as an additional language. n Children learn to manage their self-care skills from the outset. For instance, they thoroughly wash their hands at appropriate times and learn to put on their all- weather suits and wellington boots in preparation for the garden. Furthermore, the childminder uses every opportunity to talk to children about the importance of leading a healthy lifestyle. For example, through play and discussions, children learn about making healthy food choices. This supports children's understanding of ways to stay fit and well. n Partnerships with parents are strong, effective and trusted. Parents welcome the ongoing communication the childminder provides. This includes sharing their

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need to do better?

children's developmental achievements and offering suggestions of ways to support children's learning at home. In this shared way, their children continue to progress well.

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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 refine planning and delivery of the curriculum to continually build on children's existing knowledge and skills n expand on ways to support children who speak English as an additional language to extend their comprehension and language skills even further.

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Setting details

Unique reference number EY543383 Local authority Surrey Inspection number 10392431 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 3 Number of children on roll 3 Date of previous inspection 22 August 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Staines-upon-Thames, in Surrey. The childminder works Monday to Thursday, from 8am to 6pm, term time only. She is eligible to receive funding to provide free early education for children aged from nine months to four years.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and the childminder carried out a joint observation of a group activity. 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

23 April 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

23 April 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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