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 thrive in the care of the childminder. She provides a warm, welcoming home-from-home environment that supports children's learning effectively. The childminder encourages children to become independent in their own self-care, such as handwashing and toileting. Children self-select activities and feed themselves using cutlery. The childminder has a strong bond with all children and demonstrates that she knows that she has good knowledge of them and their families. She ensures that she gathers important details from parents about their children's routines and existing knowledge. This information is used to help the childminder plan a broad and balanced curriculum that suits the learning and development needs of all children.

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The provision is good

The childminder encourages children to ask questions and offer their thoughts and opinions. Children are highly motivated in their play, and they have developed a 'can do' attitude to their learning. They are very well behaved and polite, which the childminder models well. Children develop meaningful friendships with other children. Older children nurture younger children, and younger children quickly pick up routines and are aware of the behaviours that are expected of them. The childminder ensures that children have high self-esteem and confidence. She finds ways to celebrate children's achievements, such as when they have built a tower out of small bricks for the first time. Children beam with delight as their friends cheer them on during a group activity.

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need to do better?

n The childminder has a clear vision that involves encouraging children to become engrossed in their learning. Her effective questioning skills promote children's problem-solving skills. For example, the childminder asks children who help to prepare lunch to think about the number of sausages that will be needed for their friends. This reinforces children's understanding of quantity. n The childminder plans a range of activities based on what she wants children to learn next. However, there are times when the organisation of the learning environment does not fully support the implementation of activities. For example, during adult-led learning, children become distracted by the number of resources on offer. This means that they are not always fully focused on their learning. n The childminder forms good relationships with parents. She regularly shares information on their child's development and gives ideas on how parents can

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need to do better?

support their child at home. However, the childminder has yet to fully forge links with other settings that children attend. As a result, the continuity of care between the childminder and other pre-schools and nurseries does not fully support children's learning.

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need to do better?

13 May 2025 n Children thoroughly enjoy the extremely nutritious and hearty snacks and meals that the childminder provides for them. She takes into consideration any dietary requirements of the children. This helps to keep children safe. Every opportunity is taken to talk about the benefits of healthy eating. Children have a clear understanding of what foods are beneficial to their bodies and that they must drink water more regularly on a hot day. On special occasions, such as a birthday, children enjoy eating apples and birthday cake. They talk about it being a 'cheeky bit of cake'. This helps children learn about the importance of a balanced diet and making healthy food choices. This approach helps children learn about the importance that treats play in a balanced diet. n The childminder supports children's communication skills effectively. Children's vocabulary development is promoted at every opportunity. For example, the

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need to do better?

childminder introduces words such as 'whoosh' when younger children play on the slide. Older children learn that a 'chrysalis' is part of the pupal stage of a butterfly. The childminder provides a narrative as children play. She reinforces children's vocabulary through a large range of books and storytelling. Children eagerly climb up onto the childminders lap as she reaches for a familiar story. n Children's emotional health is extremely well supported by the childminder. She recognises when children are becoming hungry or tired. Children who become a little unsettled are offered cuddles and reassurance. The childminder understands the importance of building loving bonds with children. She demonstrates a clear passion and joy for working with children. This positively influences the way children behave and develop positive relationships with each other.

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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 review and improve the organisation of activities to help children remain engaged and focused in their learning n establish links with other settings that children attend to support continuity of their care and learning.

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Setting details

Unique reference number EY481808 Local authority Surrey Inspection number 10398248 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 4 Date of previous inspection 10 October 2019

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Information about this early years setting

The childminder registered in 2014 and lives in Horley, Surrey. She operates all year round from 7.30am to 5pm, Monday to Thursday. The childminder works with two other registered childminders. She provides government funded early education places for children aged from nine months to four years.

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Inspection activities

n The inspector observed the quality of activities the childminder provided for children. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. n The childminder described how she plans and implements her curriculum and discussed with the inspector how the curriculum supports children's development. n The inspector viewed relevant documentation, which was provided on request. n The inspector took into account the views of parents.

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Inspection activities

13 May 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

13 May 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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