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's happiness, emotional stability and care needs are at the heart of this childminder's work. His warm and nurturing approach, helps children form strong attachments. They clearly feel safe and secure in his care. The childminder plans broad and generally effective educational experiences to enable children to make good progress and prepare for future learning. For example, he teaches them to identify potential hazards in the garden and learn to manage them safely.

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The provision is good

Children are particularly enthusiastic about playing outdoors and show an eagerness to participate in the selection of activities and resources of their choice. They climb steps and go down the slide with confidence. The childminder observes children at play and sets them simple challenges to determine the next point in learning. For example, children throw a ball from the top of the slide and anticipate the outcome of this action. The childminder extends their thinking by encouraging them to test other objects so that they can begin to compare the results.

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The provision is good

The childminder instils important self-care skills through positive interactions and high expectations. Children respond well to simple routines, such as finding their own shoes when preparing to go in the garden. They beam with pride when the childminder praises their efforts and achievements. Even the youngest children make early childhood friendships. The childminder uses outings, such as visits to play groups, to further support children's confidence in socialising with larger groups of peers and adults.

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need to do better?

n Monitoring children's well-being is carefully considered by the childminder. Where children require greater support, such as when experiencing frustration, the childminder uses visual aids that help them recognise their emotions. He reassures children and gives them the time and space to regain their composure. This supportive approach contributes to a positive learning atmosphere and helps children navigate their feelings. n The childminder is passionate about his role and deeply committed to supporting children's emotional wellbeing and learning. He seeks out professional development opportunities to enhance his practice. For example, following his training on 'safer sleeping', he confidently advises parents in establishing consistent and healthy sleep routines at home, which mirror what he does at his setting. However, the childminder acknowledges that there are still gaps in his understanding, particularly around recognising and planning for children's

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need to do better?

individual learning styles to ensure they all make the best possible progress. n Daily routines are well-established and help children develop independence and acquire healthy habits. Children enjoy the nutritious, home-cooked meals and

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need to do better?

25 June 2025 learn to feed themselves with ease. The childminder gently teaches younger children how to loosen all fastenings to put shoes on. Children know they need to wash the 'germs' away from their hands before eating. They take pride in practising their gross motor skills, such as spinning hoops around their waists, which support them to develop an understanding of physical fitness and wellbeing. n There is a strong emphasis on promoting children's communication and language skills. Children share the childminder's own enjoyment of books and new vocabulary. He narrates what younger children are doing, which encourages them to copy and use new words. With older children, the childminder holds meaningful two-way conversations and shows a genuine interest in what they say. For example, after collecting older children from another setting, he listens attentively as they recount their day. These children talk with expression and

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need to do better?

animation, as they mirror the childminder's language-rich interactions. n While the childminder plans interesting activities for children to learn about new topics, sometimes the resources available are not well matched to children's growing interests or learning styles to keep them engaged. As a result, occasionally, children lose focus and flit between resources with little interest and enthusiasm. At these times, this impacts on further progress children are capable of making. n The childminder gathers a wealth of information from parents to help settle new children. Details about children's home routines, likes, interests and comforters, enable the childminder to successfully establish a tailored approach to meet their individual needs. For instance, he knows when each child is tired or hungry and adapts their routine accordingly so that they are well-rested and ready to play. This helps children to continue to thrive in his care.

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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 target professional development opportunities to enhance practice further and focus on the specific learning needs of children n review and improve the planning of activities and organisation of the learning environment to increase children's focus and engagement during their play.

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Setting details

Unique reference number EY542930 Local authority Surrey Inspection number 10398643 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 4 November 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Walton-on-Thames in Surrey. He occasionally works with another registered childminder. They work from 7am to 6pm from Monday to Thursday, during term time only. The childminder is eligible to receive funding to provide free early years education for children aged 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 observed the interactions between the childminder and the children. n The inspector and the childminder carried out a joint observation of a planned activity. n Parents shared their written 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

25 June 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

25 June 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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