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 Met

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The provision is good

The childminder forms strong loving bonds with the children. She focuses on meeting children's individual learning and emotional needs. Children reach out for her when they feel unsettled or are needing reassurance. The childminder acts swiftly offering cuddles and soothing reassurances until children are happy to play again. This approach helps all children, including the youngest or less confident children to separate happily from their parents. The childminder has a full understanding that children need to feel safe and secure before they are ready to learn.

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The provision is good

The childminder is an excellent role model and sets high expectations for children's behaviour. Children are aware of the rules and boundaries and have good manners and social skills. The childminder teaches children about kindness and how to be a good friend, such as sharing toys and resources with each other and always using 'gentle hands'. She encourages older children to nurture younger children. As a result, babies copy the kind behaviours of the children who are gentle towards them.

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The provision is good

The childminder is enthusiastic and involves herself in children's play. She takes part in an exercise that is set to music. This helps to encourage children in strenuous physical activity. Children clearly enjoy the strong bond they have with the childminder. They copy her, roaring with laughter as they try to run as fast as they can on the spot.

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need to do better?

n The childminder has children's interests at the heart of all that she does. She gathers important information from parents which allows her to effectively support the needs of children. The childminder uses what she knows about the children's interests and their existing knowledge to plan a broad and balanced curriculum which motivates them to learn. n Parents provide very positive feedback on the childminder's services. The childminder regularly shares information on children's development, such as involving parents on progress assessment. However, the childminder has not yet established a working relationship with other early years settings that children attend. Consequently, important information that builds up a strong picture of children's learning is not shared between settings. n The childminder very effectively supports children's physical development. Children have access to climbing equipment and bicycles. They manoeuvre

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need to do better?

between obstacles and throw bean bags high up into the sky. Children use cutlery when eating which helps develop the muscles which are used for later writing. Babies navigate the small steps into the garden. The childminder is

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need to do better?

13 May 2025 always vigilant in her supervision. This helps minimise accidents while allowing children to take appropriate risks in their play. n The childminder provides a rich learning environment both inside and outside of the home. Children can freely access activities which allows them to be independent in their play. The childminder plans learning opportunities, such as sorting beanbags and challenging children to help their balancing skills as they carry them on their heads. She demonstrates enthusiasm as she encourages children to be involved. However, during some adult-led activities the childminder does not adapt her practice to target what she wants children to learn. Consequently, some children become disinterested and wander off. n Children develop strong communication skills. The childminder repeats back what babies say, offering the correct pronunciation. She gives time for children to process and then respond to questions asked. She has discussions with

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need to do better?

children prompting them to share their ideas which other children. This allows children to develop confidence when talking to others and prepares them well for the next stage in their education, such as going to school. n The childminders curriculum covers all areas of learning. She skilfully weaves learning into children's play. For example, she uses language that relates to size when children build a tower out of blocks. She encourages children to predict a quantity when an object is removed, showing how fingers can be used to make counting easier. The childminder teaches very young children the concept of having 'more' as they pick up balls from the floor. Older children are given a demonstration of simple maths. They learn that taking one object away from six leaves five. Children go on to practise this learning in their own facilitated play.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n develop partnerships with other settings that children attend to promote continuity in children's learning and development n strengthen practice so that group activities allow all children to contribute and make progress in their learning.

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Setting details

Unique reference number EY547076 Local authority Surrey Inspection number 10404621 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 19 February 2020

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Information about this early years setting

The childminder registered in 2017. She lives in Horley, Surrey. She provides care, Monday to Thursday, from 7.30am to 5pm all year round. The childminder holds a level 3 childcare qualification and works alongside two other registered childminders. She provides government funded early education places for children aged from nine months to four years.

p.4

Inspection activities

n The childminder and the inspector completed a learning walk and joint observation together. n The inspector spoke with the childminder, parents and children during the inspection. n The inspector observed how the childminder supports children during activities and assessed the impact this has on their learning. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder provided the inspector with a sample of key documentation on request.

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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

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