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 extremely settled at the warm and caring childminder's home. The childminder is committed and dedicated. She provides a rich and engaging environment that focuses on developing children's communication, language and social skills. The childminder plans settling-in sessions that are unique to the needs of the children. This helps them to build trusting relationships from the outset. Children demonstrate that they feel safe and secure as they confidently explore the well-planned environment. For example, young children snuggle in with a soft rabbit hand puppet and say 'ah' as the childminder sings familiar songs. The childminder uses these opportunities to narrate how the children may be feeling, such as being kind. This helps children to learn about their different emotions and behave very well.

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The provision is good

The childminder has high expectations of children's learning. She delivers a broad and varied curriculum. The childminder closely follows children's interests and complements their wider experiences through well-planned activities. For instance, children showed an interest in different vehicles. Accordingly, she arranged for a fire engine to visit her home. Furthermore, she regularly takes children out in the local community to parks and playgroups. This helps to promote children's social skills and learn about the wider world around them.

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need to do better?

n The childminder has a secure understanding of how to support young children's learning and development. For instance, when children enjoy learning about different animals, such as rabbits, she carefully selects stories that build upon children's prior learning. Children anticipate the story and excitedly touch the different materials in the books as they pretend to be sleeping bunnies. She follows the children's lead as they sing together and carry out the actions of familiar nursery rhymes. This helps to develop children's early language skills. However, sometimes, the childminder moves quickly between activities. This means that she does not consistently challenge children to deepen their thinking, building on what they already know and can do. n The childminder supports children to learn to play together. She recognises that young children need time to learn how to share. As such, the childminder

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need to do better?

ensures that she has plenty of the children's favourite resources outside. For example, children carefully place their toy dolls in the prams as they push them around. Furthermore, she encourages children to share during activities and promotes manners within her daily conversations. This helps children learn how to be polite and respectful to each other and develop their early friendships. n The childminder teaches children to be independent, preparing them for their next stage of learning. For example, younger children are becoming confident in

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need to do better?

24 June 2025 taking their shoes off and feeding themselves at mealtimes. Therefore, children develop increasing independence skills for their age. n The childminder teaches children the importance of hygiene by demonstrating the importance of washing their hands before eating. She provides children with healthy snacks and reinforces messages to children about living a healthy lifestyle, such as eating lots of fruit and vegetables and remaining hydrated. This helps children learn healthy habits for the future. n The childminder works well with other professionals at other settings children attend. For instance, she regularly shares the progress of children and the next steps they are working towards. Furthermore, she gathers information about weekly planning in other settings. This helps her to provide continuity in children's care and learning. n Overall, the childminder supports children's understanding of safety. For

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need to do better?

instance, she completes regular risk assessments on the places she visits and talks to children about road safety. However, the childminder has not considered how she can begin to help children learn about online safety in an age- appropriate way within her curriculum. n The childminder has excellent relationships with parents. She works hard to ensure parents are updated in daily conversations and on an online app. Parents appreciate the information and photos they receive. They say that their children are excelling, particularly in their communication and language and social skills. n The childminder has continued her professional development. She accesses training around the upcoming changes in the early years statutory framework. For instance, she conducts regular risk assessments at the places she visits and discusses road safety with children.

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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 give children more uninterrupted time to engage, extend their own ideas and experiment during their play n develop the curriculum to ensure children have opportunities to learn how to stay safe online.

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Setting details

Unique reference number EY478440 Local authority Surrey Inspection number 10392229 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 3 Date of previous inspection 12 August 2019

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Information about this early years setting

The childminder registered in 2014 and lives in Walton-on-Thames, Surrey. She operates all year round from 7.30am to 6pm, Monday to Thursday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides government funded childcare.

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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 their 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

24 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

24 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

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

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