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 confident in the care of the nurturing childminder. She places high importance on supporting children's personal, social and emotional development within her curriculum. The childminder has built trusting bonds with the children. This helps them feel safe and secure.

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The provision is good

The childminder uses stories to help children learn about their emotions and feelings. For example, children compare the emotions of the characters in the books. They giggle as they make faces to represent the feelings happy and sad. This helps children to develop an understanding of their emotions and others. The childminder further embeds children's learning with adult-led activities. For example, children create pictures of their faces. The childminder skilfully uses these opportunities to teach children the differences of their faces. For instance, children look carefully at each other's eyes to see what colour they are. They even ask the childminder to remove her glasses, so they can clearly see the colour of her eyes.

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The provision is good

The childminder has high expectations of children's behaviour. She is passionate about helping children develop early friendships. The childminder is a positive role model. She is calm and consistent in helping children to understand their behaviour and the effect it may have on others. As a result, children behave well.

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need to do better?

n The childminder builds children's communication and language well. For instance, she sings songs as younger children rock on a see-saw, and they start to mimic the sounds. Older children listen to various stories and learn about 'cement mixers'. The childminder gives children plenty of time to have meaningful conversations. She responds to their questions and weaves in new words to help children develop their growing vocabularies. This helps children become confident communicators. n Overall, the childminder's curriculum is sequenced for children to be ready for their next stage of learning, such as starting school. She plans daily activities to help older children develop their early counting and recognition of colours. However, the childminder does not consistently consider younger children's next steps. Although younger children are content and they explore the resources, the childminder's enthusiasm, means she is overfocused on teaching older

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need to do better?

children. As such, at times, younger children's learning is not maximised. n The childminder plans ample opportunities for children to develop their physical development. For example, children enjoy using their legs to push themselves back and forth on the swing. They use the small muscles in their hands to scoop and transfer sand to various pots. This helps children to strengthen their large- and small-muscle groups for later learning.

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need to do better?

12 May 2025 n Children develop great imaginations. For example, they pretend to be pirates as they play on the swings and create tea party's in the garden. The childminder ensures that they have the resources they need to extend their play. This helps develop children's concentration. n The childminder teaches children about the benefits of healthy eating. She provides children with nutritious meals and encourages them to try different foods. The childminder ensures that her routines teach children how to stay safe in the sun. For instance, before children play outside, they know they must put on their sun hats. This helps children develop healthy habits. n The childminder works effectively with her co-childminder. They have daily discussions together and give regular feedback to parents through an electronic app. This helps to keep parents informed about their child's day and development. Parents comment on how much their children have developed in

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need to do better?

her care. n The childminder recognises children's individuality and provides personalised care and education. She plays alongside children and recognises when they need support with their emotions. As such, all children demonstrate a positive attitude to learning. n The childminder keeps up to date with mandatory training. She identifies areas of her own professional development, which she would like to develop. For example, she would like to complete training to further her knowledge of technology and online safety. However, she has not yet implemented plans for professional development to strengthen and enhance her practice further.

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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 strengthen the curriculum intent to focus on the learning intentions for younger children to build on their existing knowledge and skills n build on professional development plans, beyond statutory training, to develop skills and strengthen practice even more.

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Setting details

Unique reference number 121537 Local authority Surrey Inspection number 10260078 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 7 Date of previous inspection 10 October 2019

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Information about this early years setting

The childminder registered in 1993 and lives in Walton-on-Thames, Surrey. She operates all year round, from 8am to 6pm, Monday to Thursday. The childminder has a relevant childcare qualification at level 3. She offers early education funded places for two-, three- and four-year-old children. The childminder regularly works with a co-childminder.

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Inspection activities

n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and the children. n The inspector talked to the childminder and her co-childminder at appropriate times during the inspection and took account of their views. 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

12 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

12 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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