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 very settled in this warm and nurturing environment. The childminder is focused on supporting children's emotional development. She works closely with parents from the outset to gather information about the children's care routines and interests. This helps her to adapt her routines for babies' mealtimes and sleep patterns. Older children access their favourite resources, such as puzzles. They concentrate intently as they complete complex puzzles. As such, children demonstrate they feel safe and secure, smiling as they play.

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The provision is good

Overall, the childminder sequences an ambitious curriculum that builds on what children already know. For example, she plans walks in national parks, where children observe leaves that have been eaten by caterpillars. The childminder skilfully uses themes to help children recall their learning. For instance, children recall new vocabulary, such as 'cocoon', as the childminder reads the story 'The Very Hungry Caterpillar'. Children demonstrate good recall when they discuss the eaten leaves that they saw on their recent trip to the park. This helps children to make sense of their experiences. Furthermore, the childminder helps children to remember the names of different fruits. For instance, children use their senses to feel and smell real fruits, relating to the story. This helps deepen children's understanding of the world around them.

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The provision is good

Children behave well. The childminder observes children playing and reinforces good behaviours through praise and a calm and friendly manner. Children show a clear understanding of the childminder's rules and boundaries. They listen to the childminder well. She promotes a respectful culture in her home.

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need to do better?

n The childminder uses her experience and knowledge to assess children's needs. She observes where children are secure in their development and uses this information to plan her curriculum. However, occasionally in her enthusiasm, the childminder does not give children time to build on their learning even further. For example, in some planned activities, she does not encourage children to fully explain their thinking and deepen their understanding. n The childminder plans for every child to achieve their full potential. When children have gaps in their learning, the childminder quickly identifies these and plans targeted training to support her knowledge. For example, she researched different ways to support children's speech and language development. This helped her to put plans in place, so children received targeted support. n The childminder supports children's knowledge of early mathematics well. She

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need to do better?

uses every opportunity to weave in counting in her daily interactions. As such, children confidently count to 10 and beyond. Furthermore, the childminder

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need to do better?

28 April 2025 introduces simple language, such as small and big. This helps children to begin to understand the difference in sizes. n The childminder supports children to behave well. She is a good role model and promotes manners and taking turns. This supports children to develop secure social skills. n The childminder promotes physical development in a variety of ways. She encourages children to practise their balance and coordination as they use stepping stones. Babies are sensitively supported as they learn to walk. The childminder gives them plenty of praise and supervises them well to keep them safe. n Children learn to be independent. The childminder supports children to manage their personal care routines. Children know they need to wash their hands before mealtimes. The childminder uses stories and mealtime routines to teach children about healthy foods. She prepares healthy snacks and meals for the

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need to do better?

children and caters to their individual dietary needs. The childminder talks to children about the benefits of eating fruit and vegetables. This develops children's understanding of what contributes to healthy lifestyles. n The childminder keeps children safe and ensures that the premises are secure. She teaches children the importance of using hats and sunscreen in the hot weather. This helps children learn how to be safe in the sun. However, she has not yet considered how she can begin to help children learn about online safety in an age-appropriate way. n The childminder has developed strong relationships with parents. She shares information about their day, learning, and development. This helps parents support their children's learning and development at home. Parents say that their children flourish with the childminder's teaching skills. They are grateful for her regular updates and say that their children enjoy coming to her home.

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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 extend opportunities for children to think deeply, engage in more complex conversations and explain their ideas n enhance the curriculum to teach children about online safety and how to keep themselves safe when accessing the internet.

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Setting details

Unique reference number EY373375 Local authority Surrey Inspection number 10394673 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 19 September 2019

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Information about this early years setting

The childminder registered in 2008 and lives in Hersham, Surrey. She operates all year round, from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a qualified teacher. She 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 her intentions for children's learning. n The inspector observed the interactions between the childminder and the 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

28 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

28 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

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

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