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 confidently explore the warm, homely environment. They quickly settle into the childminder's care. They form strong bonds with the childminder, who offers praise and reassurance. The childminder actively plays alongside the children. She uses her kind and caring approach to help children feel safe and secure. The childminder encourages children to manage their own behaviour. Young children learn to share toys and equipment, while older children offer support to younger children by understanding their needs. For example, children actively help each other by passing utensils in the play kitchen, fostering cooperation and kindness.

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The provision is good

The childminder knows the children well. She works with parents to identify what children can already do and uses her assessments to plan age-appropriate next steps. Children, including those who speak English as an additional language, make the expected progress in all seven areas of their learning. Well-considered settling- in systems support children to build good relationships with the childminder. Children demonstrate that they feel safe and secure. The childminder consistently praises children for their achievements. This contributes to building their self- esteem and confidence.

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need to do better?

n The childminder assesses children's progress accurately. She regularly observes children and has a good knowledge of children's interests and next steps. She uses information to successfully move them forward in their learning. Children are motivated to learn and are well prepared for their future learning. Children make good progress from their starting points. n The childminder supports children's mathematical skills effectively. For example, she uses language such as 'bigger' and 'smaller' when she talks to them about the size of containers. The childminder asks children to count objects. For instance, children count money with confidence in the role-play shop. This helps children to develop their understanding of size and number. Children develop good early mathematical skills. n Children build their communication and language skills effectively. The childminder sings familiar songs with children to encourage early

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need to do better?

communication. She asks open-ended questions during play, prompting children to share their ideas and describe what they are doing. She models new vocabulary as children explore activities, and she engages them in simple conversations about their interests and experiences. n By exploring their local community, for example by visiting local groups, playgrounds and libraries, children broaden their understanding of the world and develop valuable social skills. These experiences spark their curiosity, encourage

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need to do better?

27 June 2025 positive relationships with others and enhance their confidence in new environments, supporting their overall learning and personal development. n By cherishing each child's uniqueness and ensuring that children feel emotionally secure, the childminder actively creates an environment where children settle quickly and grow in confidence as they explore. This nurturing approach directly fosters children's well-being, motivates them to engage eagerly with learning activities and enables them to form positive relationships and build a strong foundation for their future learning. n The childminder helps children to understand how they can support their good health. Children make healthy choices about what they would like to eat. For example, they choose fruit and water for their snack. The childminder supports children to be independent in their self-care, for example, by working closely with parents to support children during toilet training. She promotes children's

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need to do better?

understanding of good hygiene routines effectively, such as washing their hands before snacks and lunch. n The childminder actively supports children in building their early literacy skills. For example, she labels everyday items around the setting and encourages children to recognise and say the words as they play. She also reads stories aloud and invites children to predict what will happen next, fostering their understanding and engagement. However, she has not given as much attention to nurturing a love of books as she has to other aspects of learning. At times, story sessions remain brief or lack the enthusiasm needed to captivate children and ignite their interest in reading.

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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 engage all children in the reading of stories simultaneously in order to encourage an interest in stories and books at a young age.

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Setting details

Unique reference number EY435941 Local authority Surrey Inspection number 10398402 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 4 Number of children on roll 10 Date of previous inspection 18 October 2019

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Information about this early years setting

The childminder is level 3 qualified and was registered in 2011. She lives in Fetcham, Surrey. She operates her service from Monday to Friday, between 7am and 7pm, all year round and provides funded education.

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Inspection activities

n The inspector viewed the areas used for childminding. n The childminder and the inspector completed a learning walk to understand how the setting and curriculum are organised. n The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on the children's learning. n The inspector took account of the views of parents through written feedback provided. n The childminder and the inspector undertook a joint observation of an activity and had a discussion.

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Inspection activities

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

27 June 2025 27 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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