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

p.1

The provision is good

The children thoroughly enjoy being with the childminder, who provides a warm, welcoming and safe environment. They have developed strong bonds with the childminder, who knows them well. When children begin with the childminder, she prioritises emotional well-being by providing an individual settling-in period to meet their needs. Once settled, she keeps all personal needs and interests up to date and accommodates children's changing needs. As a result, children are happy and motivated to attend the setting. They run to the childminder with open arms and say how much they love being at the childminder's home.

p.2

The provision is good

The childminder's warmth, love and care for the children form the foundation of the curriculum, which aims to ensure that children are happy, thrive and are ready for their next stage of learning. Children benefit from a range of activities that meet their developmental needs and interests. Children's weeks are filled with various activities in the community. They benefit from attending regular groups to develop social skills and enjoy visiting parks and local care homes.

p.2

The provision is good

Children develop good independence skills, for instance they wash their hands before and after meals. The childminder supports children's health and well-being effectively. For instance, she provides them with well-balanced meals and snacks every day. The childminder helps children to learn about oral health. She encourages children to attend to their own self-care needs throughout the day. Children behave well. They understand routines, listen carefully and follow the childminder's instructions.

p.2

need to do better?

n Children benefit from the childminder's knowledge and understanding of the areas of learning. In particular, she prioritises teaching children the key skills and knowledge of the prime areas before moving children on to more specific areas. For example, children benefit from numerous opportunities to develop their hand strength and control through sensory play in the sand and water trays, such as moving water with pipettes and making dinosaur footprints. This provides children with a secure foundation for future learning. n The childminder has a caring manner and knows the children well. She gathers relevant information about them to meet their individual needs and routines. Children are comfortable and well cared for. They build strong bonds with the childminder, who quickly reassures them with a cuddle when needed. Young children settle quickly to sleep. Once they awake, the childminder is gentle and

p.2

need to do better?

reassuring. This helps them to be ready for play and learning again. n Children play well with each other and show excellent problem-solving skills. During free play, for example, children experiment with dropping balls down the

p.2

need to do better?

23 June 2025 large tubes on the playhouse. When an item gets stuck behind the door, the childminder supports them by asking questions, which helps children try new techniques. This helps children develop the skills they need to work as a team. n The childminder encourages children to learn about mathematical concepts in a variety of ways as they play. For instance, they name shapes of magnetic tiles as they construct houses, and they consider size as they make doorways and windows. At times, though, the childminder does not fully encourage older children to deepen their learning, for example, by introducing new ideas and concepts to inspire their thinking. n The childminder provides a wide range of real-life experiences that successfully broaden children's understanding of the world around them. She takes every opportunity to build on their natural curiosity. For instance, children grow a variety of fruit and vegetables. The childminder talks to the children about what

p.2

need to do better?

plants need and when the fruit is ready to harvest. This enhances children's knowledge of nature and the environment. n Children are confident to share their feelings, and the childminder helps them to regulate their emotions. She models respect and encourages consideration for others. This contributes to a culture of kindness and consideration. Children develop emotional resilience and form friendships. These important social skills prepare them well for later life. n The childminder connects with other childminders in the area, frequently attending groups together and sharing ideas. She completes training, such as paediatric first aid, safeguarding courses and other relevant training, to enhance her professional development, such as courses which cover additional learning needs and food hygiene. n The childminder nurtures strong relationships with parents and families. She communicates with them through daily updates and frequent conversations. The

p.3

need to do better?

childminder supports parents to understand all areas of child development, from building children's confidence to potty training. As a result, there is a collaborative approach to children's learning and development.

p.3

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 strengthen skills in supporting older children to extend and deepen their learning further.

p.3

Setting details

Unique reference number EY355450 Local authority Surrey Inspection number 10398186 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 8 October 2019

p.4

Information about this early years setting

The childminder registered in 2007 and lives in Woking, Surrey. The childminder provides care for children from Monday to Thursday from 8am until 6pm and on Friday from 8.30am to 5pm, all year round. She holds an early years qualification at level 3. The childminder accepts early years funding for children.

p.4

Inspection activities

n The childminder showed the inspector the areas of her home used for childminding. They discussed routines and the planned curriculum. n The childminder talked to the inspector about the children she cares for and what she wants them to learn. n The inspector observed interactions between the childminder and the children and spoke with them at appropriate times during the inspection. n The inspector looked at evidence of first-aid and safeguarding training and discussed how the childminder safeguards the children's welfare. n The inspector read testimonials from parents and carers and spoke to the childminder about how she works in partnership with parents.

p.4

Inspection activities

23 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.

p.4

Inspection activities

23 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6