Childminder EY301098

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children thrive in this nurturing home-from-home setting. The childminder places high priority on getting to know the children and their families. She plans settling-in sessions with parents to gather information about babies' care routines and children's likes and dislikes. This helps the childminder build close relationships with each child, enabling them to confidently arrive and settle quickly into their day.

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The provision is good

The childminder focuses her curriculum around outside learning. She is passionate about children experiencing the world around them to help them develop in their areas of learning. For example, children are proud as they show visitors the grapes and blueberries they are growing in the garden. The childminder teaches children how to care for living things. For instance, children talk about how the plants need water to grow and the grapes will turn black when they are ripe. These conversations help older children to broaden their growing vocabulary.

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The provision is good

The childminder has high expectations of children's behaviour. She is skilful at helping children learn her routines. For example, before mealtimes she sets children a challenge to see who can place their toys away in the box first. This encourages children to take part and helps them understand the expectations of her setting. This helps promote children's positive behaviour.

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need to do better?

n The childminder gives children plenty of opportunities and time to develop their self-care skills from an early age. For example, children practise putting on waterproof suits and securing their clips, ready for outdoor play. The childminder teaches babies how to wash their hands as she sings to them. Older children pour their own water and learn to cut their fruits with a children's sized knife. This helps prepare children for when they move on to nursery and school. n Overall, the childminder creates an environment rich in language. For instance, she plans activities alongside familiar stories to increase the language that children are exposed to. Mostly, the childminder supports children by modelling language during play and activities. For example, older children learn the names of herbs in the garden, such as rosemary and fennel. However, sometimes, the childminder does not adapt her interactions to support younger children's

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need to do better?

language. This does not help children to learn new words quickly. n The childminder plans her outside environment very well to promote children's physical development. Children enjoy being active in the garden. They carry large watering cans and water the grass. Children smile with delight as they create a puddle and jump in it saying 'splash, splash, splash'. Babies develop their core muscle skills as they pull themselves up in preparation for later walking. Furthermore, children use ladles to transfer water from different

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need to do better?

29 July 2025 containers. This helps develop the small muscles in their hands for later writing. n Mostly, teaching is good. Children are fascinated by the different sounds that wet wool balls make when they are dropped from a height onto a wooden log. However, occasionally, the childminder's interactions are not focused on extending children's thinking and problem-solving skills. For example, during a colour water mixing activity, the childminder does not consistently adapt her teaching to further extend children's learning to build further on their existing knowledge As such, children's learning is not always challenged. n The childminder sensitively teaches younger children the importance of kindness and sharing. For example, she encourages children to play alongside each other as they explore a threading activity. This helps children develop positive relationships. n Parents are extremely happy with the childminder and often return with siblings.

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need to do better?

The childminder provides parents with regular updates about their children's learning and development. Furthermore, she shares useful tips and information with parents, such as advice on how to keep their children safe online. n The childminder demonstrates a strong commitment to her ongoing professional development. She has recently completed a 10-week programme to further embed her already good knowledge. This has helped her reflect on her practice and consider different activities to help children make the best possible progress in their 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 improve support for younger children's language development n strengthen teaching to challenge children's thinking and extend their problem- solving skills.

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Setting details

Unique reference number EY301098 Local authority Surrey Inspection number 10392443 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 3 Date of previous inspection 22 August 2019

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Information about this early years setting

The childminder registered in 2005 and lives in Farnham, Surrey. She operates all year round from 8am to 6pm, Tuesday to Friday, except bank holidays and family holidays. The childminder holds an early years qualification at level 6. She offers government funded places for children aged between nine months and four years.

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Inspection activities

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

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

29 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

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

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