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 warmly welcomed into this home-from-home environment by the friendly and nurturing childminder. The childminder works very closely with families and gets to know children well. Children form close relationships with the childminder. This enables them to settle quickly into her care.

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The provision is good

The childminder plans an ambitious curriculum that promotes children's social communication skills, independence and self-care skills, preparing them for school. From the moment children arrive, the childminder promotes their independence. For example, she encourages children to take off their own shoes and carry their belongings. Furthermore, the childminder reminds children to pour themselves a drink of water to stay hydrated as they play. The childminder teaches older children counting and letter sounds as they play. For instance, children search in a tub of rice for the letter sound that is in their name. Children count how many pieces of pizza they have as they cut their pizza into triangles. All children are prepared well for the move to school or the next stage in their learning.

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The provision is good

The childminder has high expectations of children's behaviour. She gently reminds children to use good manners. The childminder is kind and warm, and she frequently praises and encourages children. This helps to raise their confidence and self-esteem.

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need to do better?

n The childminder has high expectations for children's communication and language development. She targets her research and training to support children who speak English as an additional language. The childminder build's children's confidence in speaking English through clear modelling and encouragement. She plans daily singing sessions. Children enjoy singing their favourite action rhymes. This gives them further opportunities to practise their speech. n Overall, the childminder sequences her curriculum well. She plans various activities for the children to explore. For instance, children develop their hand- eye coordination as they use nets to catch pretend fish and seashells in a water tray. However, sometimes, the childminder's over-enthusiasm means she moves children on from activities too quickly. This means she loses focus on the planned learning intention. Therefore, children are not able to make the best

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need to do better?

possible progress in their learning. n The childminder promotes a healthy lifestyle with children. She plans cooking sessions with the children. For instance, children make pizzas with healthy toppings. The childminder discusses the health benefits of the food with children, encouraging them to sample the different toppings before they create their pizzas for lunchtime. Children wait eagerly for their pizzas to cook and talk

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need to do better?

14 July 2025 about the food being hot. They thoroughly enjoy eating their pizzas and often ask for a second helping. n The childminder regularly attends playgroups in the wider community to support children to develop their social skills. She also takes the children on a wide range of trips. For example, the children have been to a national park to look at the different species of fish and ducks. This helps children develop their knowledge of the world around them. n The childminder is a good role model for children's behaviour. She is calm and plays at the children's level. Young children are starting to form friendships and learn about each other. This helps children to gain the skills they need to maintain early friendships. n Mostly, the childminder plans her learning environment well. For example, she ensures that children who need time to rest and relax have a cosy space to do so. This supports children's well-being. However, the organisation and storage of

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need to do better?

some resources mean that children cannot access these. Although children can see various creative resources and puzzles they wish to use, these are stored too high up. As such, children do not get to independently make choices in their play to fully extend their learning opportunities. n Parent partnerships are good. The childminder works closely with parents. She keeps parents up to date by sharing information about the children's activities and what they are learning. Furthermore, the childminder provides Reception teachers with information about children's development when they move to school. This helps to provide a consistent approach to children's learning.

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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 implement the intent of planned activities more effectively to help build on children's learning n review the organisation of the learning environment for children to make independent choices about their play.

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Setting details

Unique reference number EY550839 Local authority Surrey Inspection number 10407899 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 5 Date of previous inspection 21 January 2020

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Information about this early years setting

The childminder registered in 2017 and lives in Guildford, Surrey. She provides care for children Monday to Friday, from 8am to 6pm, throughout the year. The childminder offers government funded places for children aged between nine months and four years.

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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 inspector observed the interactions between the childminder and children. n The childminder spoke to the inspector about their intentions for children's learning. n Parents spoke with the inspector and 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

14 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.

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Inspection activities

14 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.

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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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