Childminder 2802740

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

Children thrive in the nurturing and inviting environment that the childminder creates for them. She focuses on forming secure bonds with children. This begins with working closely with parents and carers so that the childminder can support children to smoothly settle when they arrive at her home. Children show that they have established strong attachments with the childminder. For example, they confidently interact with her and readily accept hugs when they need emotional support.

p.2

The provision is good

The childminder implements a curriculum that supports each individual child to make the best possible progress. She provides children with an environment that supports them to show a good attitude to their learning and enables them to engage well in the activities of their choosing. The childminder gives careful thought and consideration to ensure that children's spaces are organised to meet their needs. This includes making the resources easily accessible for all children to independently select what they want to play with.

p.2

The provision is good

The childminder skilfully recognises when to step in to provide children with support to extend their learning. For example, when children build structures using sensory bottles, the childminder uses this opportunity to introduce the language of size. She adapts her teaching to what she knows about children and their stage of development. For example, the childminder gives children a choice of answers to describe how tall their structure is. This helps children to process their understanding of mathematical concepts.

p.2

need to do better?

n The childminder understands the importance of providing children with security to enable them to flourish in their development. She provides children with a broad range of activities and experiences to build on their knowledge and skills. For instance, the childminder takes children on visits to learn about different animals. She tailors these experiences to children's individual learning goals. This helps to ensure that children receive targeted support in their development. n The childminder places a strong emphasis on building strong partnerships with parents. She ensures that she gets to know families well before children start with her. The childminder monitors children's development and gives parents ideas for children's learning at home. She also strives to find out what parents are supporting children with at home. The childminder encourages parents to share information from other agencies working with children. She uses this

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need to do better?

information to inform her planning in order to support children to reach their next steps in their development. n The childminder has high expectations for children to show positive behaviour.

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need to do better?

1 September 2025 She reminds children to say 'please' and 'thank you' at appropriate times. As such, children learn to repeat these independently. The childminder also supervises children well and responds promptly when they need support with their behaviour. She encourages children to move on to different activities to help them to continue to engage well in their learning. However, the childminder has not considered ways to support children to develop an awareness of the consequences of their behaviour. This does not fully enable children to learn to resolve issues for themselves. n Children benefit from opportunities to develop their language skills. For example, children spend time playing with toy animals. The childminder encourages them to name the animals and make the animal sounds. Children attempt to say these words and sounds, which helps them to build on their vocabulary. n The childminder is consistently respectful towards children. This includes asking

p.2

need to do better?

them for permission to step in to support them, such as when they are struggling with their activity. The childminder gives children time to respond, which enables them to feel empowered to make choices. n Children receive good support to develop their independence skills. The childminder considers ways for children to learn to do things for themselves. This includes encouraging children to wipe their own faces after they have eaten. She is patient in her approach to supporting children to complete tasks for themselves. The childminder provides children with lots of praise and encouragement when they encounter difficulties. This helps children to build on their resilience and persevere when they face challenges.

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 enhance support for children's behaviour to enable them to develop an awareness of the impact of their actions.

p.3

Setting details

Unique reference number 2802740 Local authority Surrey Inspection number 10411289 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 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2024 and she lives in Addlestone, Surrey. She operates all year round, from 8am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 6. She provides government funded childcare for children aged from 9 months.

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 curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder and inspector discussed how the curriculum is implemented and the impact on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

1 September 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

1 September 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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