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

Children are helped to feel safe, secure and welcome at this home-from-home setting, by a childminder that knows each child and their unique family circumstances well. They are immersed in a curriculum built around books and literacy, giving them a strong start to their early education. The childminder uses her accurate knowledge of children's current stage of development to precisely plan for what she wants them to learn next. The childminder wants all children to achieve well. She provides children with ample opportunities to be physically active and independent in their play and self-care.

p.2

The provision is good

Children learn what it means to take care of themselves, each other and the environment. They show great kindness, courtesy and compassion for their friends and demonstrate real concern and support when younger children stumble or struggle with tasks. For example, older children stop scooting up and down, when they notice younger toddlers need help getting out of the ride-on toys. They are also quick to replace the younger children's sun hats when they fall off in the garden to keep them safe from the sun. Children enjoy watering the plants around the garden and learn about what plants need to grow from regular trips and outings to the garden centre and country parks.

p.2

need to do better?

n The childminder has a very strong understanding of how she can support children's communication and language. This is evident as she introduces new words to children's play and takes the time to explain the meaning of words that they have not heard before, such as 'irrigation system'. She talks to them constantly, explaining what she is doing and why. This helps children to understand the meaning of words and in what context they should be used. However, at times children are not always given the time to respond to questions before being given the answer. This does not fully support them to make links in their learning, or to practise using the new words from their developing vocabulary. n Children are taught to develop a love for stories, books and rhymes, which helps build their listening and attention skills, and supports their growing concentration levels. The childminder ensures to include familiar books and fairy tales in

p.2

need to do better?

children's home languages. Even the very youngest of children frequently select books to sit and look through during the day, and they carefully and purposely turn the pages one at a time, squealing in delight as they point to the pictures that they recognise and try hard to sound out the words. This also helps children to understand that books are a source of information and reference. n The childminder skilfully uses the daily calendar to support children's literacy and personal, emotional and language development. The childminder asks the

p.2

need to do better?

7 July 2025 children to check in how they are feeling, and think of activities they would like to plan for the day, to ensure that they have a voice in their learning and play. This helps children feel valued and respected. n The childminder teaches children to do things for themselves. She encourages them to wash their hands, tidy away after themselves and cut up their own snack. This supports children's growing independence skills. n Children behave well for their age. They listen carefully and follow the clear, consistent instructions from the childminder. Children understand what is expected of them, their behaviour and the routines of the setting. n The childminder has a secure understanding of how to support children's learning and development. She monitors their progress closely and carefully plans for children's next stage in learning. She works with other settings that children attend, such as pre-schools. For example, older children are supported

p.2

need to do better?

to recognise the letters in their name and early numbers, through games and puzzles in preparation for their transition to school. n The childminder has systems in place for completing the progress checks for children between the ages of two and three years. She is skilled in identifying children who may require additional support with their learning and works with parents to help them understand this. n The childminder is committed to continuing her own professional development. She seeks out training opportunities to build further on her ability to help children learn and make progress. For example, she has completed specific training for the care of babies and children under two years.

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 provide children with the time to reflect and respond to what is being asked of them before moving on, to allow them to make links in their learning and practise their newly acquired vocabulary.

p.3

Setting details

Unique reference number EY549733 Local authority Surrey Inspection number 10398816 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 7 Date of previous inspection 11 November 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Guildford, Surrey. She provides care for children on Monday to Thursday from 7.30am to 6pm, all year round, except for family holidays and public holidays. She provides funded early years education from birth until four years. The childminder holds an appropriate early years qualification at level 2.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke with the inspector during the inspection. 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 spoke to several parents during the inspection and took account of their views.

p.4

Inspection activities

7 July 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

7 July 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