Childminder 2725649

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

The childminder enthusiastically welcomes children into her home. She creates an environment that is full of rich opportunities that support children's learning and development. Children's emotional security and well-being are at the heart of her practice. The childminder understands that children's emotional needs must be met so that children can access and be successful in their learning. She is warm and gentle towards children, and they respond lovingly. For example, the childminder talks to children at their eye level and gives undivided attention, listening respectfully as children make their needs known. Children become confident with high self-esteem. They feel secure, safe and listened to.

p.2

The provision is good

The childminder provides children with a stimulating and inviting curriculum. She gathers details from parents about children's existing knowledge and current interests. The childminder uses this information to plan what children need to learn next and, consequently, sets up her environment with activities that are meaningful. For example, for children who are currently enjoying playing with dolls, the childminder uses this interest to support children's imaginative play skills. Children enjoy pushing their 'babies' in a buggy. They show a caring nature as they pretend to feed and clothe them.

p.2

need to do better?

n The childminder is committed to her own professional development. She ensures that all mandatory training is up to date and identifies additional training to further improve her practice. For example, the childminder has completed a course on promoting healthy eating which has helped her to successfully weave this into her curriculum. She has established strong links with other childminders, and they share good practice. The childminder asks parents for feedback to help her improve her provision. n The childminder uses any available additional funding to enable children to have inclusive access to a broad and balanced curriculum. She effectively shares information with other settings, to help help with successful transitions. For instance, the childminder completes progress reviews for each child and shares this with their Reception Teacher. This helps to promote continuity in children's care and learning.

p.2

need to do better?

n The childminder is aware of the importance of promoting books and reading stories to children. She understands the role that rhymes, singing and discussion play in supporting children's vocabulary. However, there are times when the childminder talks to and sings with children without giving them time to respond. This does not consistently give children enough time to respond with their own ideas or give their opinion. n The childminder is an excellent role model. She has a clear and consistent

p.2

need to do better?

23 July 2025 approach to expected behaviour. This helps children behave very well and understand what is expected of them. The childminder respectfully encourages children to tidy away their toys and they do this without hesitation. n The childminder uses observation and assessment to track children's progress. However, she does not fully consider children's individual ages and stages of development when planning adult-led activities. As a result, although children are engaged in their play, learning can often be more incidental than purposeful. n Children have access to a wide range of well-planned activities that help build on their knowledge and experiences. For example, the childminder takes children crabbing at the beach. They learn about nature as they visit the grounds of stately homes and nearby farms. The childminder uses resources, such as dolls and books to teach children about cultures and beliefs that may be different

p.2

need to do better?

from their own. Children begin to have an understanding of the diverse community and world in which they live. n Children learn about how to be healthy and why it is important. The childminder is passionate about the gentle guidance she gives to children on how to be healthy. She uses discussions and activities to teach children about the importance of brushing their teeth. Children have daily opportunities for walking and running around in the fresh air with other children. She provides a wide range of nutritious meals and snacks, and uses mealtimes to discuss with the children the importance of making healthy choices. Additionally, the childminder encourages parents to take their children to the dentist from a very young age.

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 improve opportunities for children to process their thoughts and give their opinions, to further support their thinking and problem solving skills n use children's assessment and observations more precisely to plan learning experiences that match each child's individual stage of development.

p.3

Setting details

Unique reference number 2725649 Local authority Surrey Inspection number 10399780 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 3 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023. She operates, all year round from 8am to 5pm, Monday to Thursday and 8am to 4pm on Friday. The childminder holds a relevant childminding qualification at level 3. She provides government funded early education places for children aged from nine months to four years.

p.4

Inspection activities

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 Children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of the views of the parents.

p.4

Inspection activities

23 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

23 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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