Childminder EY427410

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 arrive and quickly settle in this childminder's warm and welcoming home. He takes time to form caring relationships with the children, which helps them feel safe and secure. From the outset, the childminder works in partnership with parents. This helps him to gather information to plan for the children's needs and interests.

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The provision is good

The childminder delivers a sequenced and ambitious curriculum. He places high priority on children's social skills, emotional well-being, independence and physical development. The childminder embraces children's interests within his curriculum. He plans exciting activities for children to explore. For instance, children giggle as they gently chisel away the soft stone, finding dinosaur fossils in pretend eggs. The childminder provides ample resources to extend children's thinking. For example, children use magnifying glasses and talk about how they have found a T.rex. The childminder skilfully models how to move the magnifying glass back and forth. Children are fascinated and chat away with the childminder and their friends about their findings. This promotes older children's communication skills.

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The provision is good

The childminder promotes children's behaviour well. For instance, he carefully plans activities with fewer one-handed tools than children. This helps children to negotiate and share. As such, children are patient and ask their friends for a turn. This helps promote children's good behaviour.

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need to do better?

n The childminder promotes children's health and well-being effectively. For example, he ensures that children receive home-cooked, healthy and nutritious meals and snacks. The childminder teaches children about good oral hygiene and ensures they engage in daily outdoor physical play. Furthermore, he teaches children how to keep themselves safe. For example, he reminds children to wear their hats in the sun. This helps children learn healthy habits. n The childminder supports children to develop their independence skills in preparation for their next stage in learning. For example, he encourages children to select their healthy fruits at snack time. Older children confidently take themselves to the toilet and wash their hands. Young children become increasingly competent as they learn to feed themselves at mealtimes. This helps children to become confident in managing their self-care. n Overall, the childminder understands the importance of developing children's

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need to do better?

communication and language. He introduces new stories to children based around the theme of dinosaurs. He is animated and mostly captivates children's interest well. For instance, older children are articulate as they name the different dinosaurs in the story. This helps children expand their vocabulary.

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need to do better?

28 July 2025 However, sometimes, the childminder tends to focus his attention more on developing the language skills of older children. This means that younger children's interactions are not consistently embedded in practice to help children build their growing vocabulary. n The childminder works to ensure that his curriculum is inclusive for children with medical needs. He works closely with external agencies, such as paediatricians, to provide individualised support for children. Furthermore, he ensures that he has regular updates from parents and has comprehensive healthcare plans in place. This helps keep children safe and access their early years education. n The childminder models positive behaviour and gently reminds children to use good manners throughout the day. As such, children mimic these behaviours in their play and learn to be polite and respectful to their friends. n Partnership with parents is good. The childminder shares regular information

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need to do better?

with parents, which helps them continue their children's learning at home. Parents say that they have seen remarkable development in their children's social skills, and they are well prepared for their next stage of learning, such as starting school. n The childminder ensures that the assistants he works with have regular supervision sessions. He uses these to help plan for their continued professional development. As such, assistants report that they feel well supported in their roles. n The childminder has continued his professional development. For example, he has recently researched the benefits of physical development on children's learning. As such, this has enabled him to organise the outside area more precisely to better support children's learning outcomes.

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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.

p.3

should:

n improve support for younger children's language development.

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Setting details

Unique reference number EY427410 Local authority Surrey Inspection number 10399249 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 15 Date of previous inspection 25 November 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Staines-upon-Thames, Middlesex. He operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder has a relevant qualification at level 3. He works with a registered childminder and two assistants. The childminder provides government-funded childcare.

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Inspection activities

n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector carried out a joint observation of a group activity. n The inspector gathered comments from parents about their children's experiences at the setting. n The inspector interacted with children during the inspection. n The inspector spoke to the childminder's assistants during the inspection.

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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

28 July 2025 28 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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