Childminder EY431609

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

The childminder's home is filled with happiness, warmth and enthusiasm. Children show a strong eagerness to learn and immerse themselves in a range of stimulating and exciting activities. The childminder provides a broad and ambitious curriculum that reflects children's unique personalities and learning styles. Outdoor learning is a distinctive feature, with daily trips to places of interest that greatly enrich children's overall development. As a result, children confidently demonstrate great social skills, increasing levels of curiosity and a genuine love for nature. All children progress well in the care of this dedicated childminder and her assistants.

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The provision is good

Promoting children's personal, social and emotional development is a clear priority. The childminder gathers detailed information from parents to gain a full understanding of each child's care needs. She uses this to create a nurturing and calm environment, where children feel safe and emotionally secure. Children behave well with older ones using impeccable manners, which are effectively modelled and encouraged by the childminder. She also helps children to develop an awareness of managing their own emotions and recognising the feelings of others, such as when more than one child wants the same toy. Praise is plentiful, particularly when children remember and follow the rules independently, for example when the youngest children remember to keep the playroom door shut to give the pet dog time to rest. Children beam with pride at their achievements, clearly showing their growing levels of confidence and self-esteem.

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need to do better?

n The experienced childminder takes great pride in supporting children to make good progress. She closely observes their development and thoughtfully adapts daily routines to meet children's specific needs. For example, starting the morning with dancing to their favourite action songs, sets a positive tone for the rest of the day. This approach is particularly successful for children who require additional help to focus and concentrate more. n Children thrive in the many opportunities available to them, indoors and outdoors. When out and about, they are physically active and demonstrate impressive climbing, running and jumping, such as at local parks and woodland areas. In the childminder's garden, children confidently manage challenges as they, for example, search for minibeasts using magnifying glasses. Younger children excitedly share the names of insects they know, while older ones are encouraged to recall and identify more unusual creatures, such as centipedes.

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need to do better?

These rich, first-hand experiences strengthen children's knowledge and help them remember more over time. n The childminder effortlessly weaves early mathematical concepts into children's everyday play and interactions. She counts objects with children and encourages

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need to do better?

3 September 2025 them to join in. Older children competently recognise small quantities without needing to count each item individually. While exploring balancing scales, the childminder supports children to add objects in the containers and observe the tipping, to help promote their problem-solving skills. In this way, children learn about volume and weight. n Overall, the childminder supports children's communication and language skills effectively. Children enjoy listening to stories read with expression by the childminder, who introduces new words and sounds to broaden their vocabulary. During children's play, she asks them lots of questions, to strengthen their memory and recall skills. However, on occasion, there is too much adult talk and the childminder does not always give older children enough time to process their thoughts and express themselves in greater detail. n The childminder consistently supports children to develop independence in

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need to do better?

managing their own self-care and building an awareness of making sensible choices. Children's self-assurance is evident, for instance, when they peel bananas and use child-safe knives to slice them. The childminder makes the most of everyday opportunities, such as at story times and mealtimes, to teach children about healthy food choices and the positive impact these have on their bodies. In this way, children build a good understanding of how to adopt a healthy lifestyle. n Strong and trusted partnerships are fostered between the childminder, her assistants, parents and any other professionals from other settings involved in children's care. Parents are kept fully informed about their children's progress and are given guidance on how to support learning at home. In addition, the childminder regularly meets with other local childminders to exchange ideas and share good practice. She also prioritises professional development opportunities

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need to do better?

for herself and her assistants, ensuring the already high quality of the provision continues to improve and children's outcomes are strengthened even further.

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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 give children sufficient time during interactions to have more opportunities to draw on their prior knowledge, use appropriate vocabulary and enhance their conversational skills further.

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Setting details

Unique reference number EY431609 Local authority Surrey Inspection number 10399281 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 12 Number of children on roll 7 Date of previous inspection 26 November 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Egham, Surrey. She operates all year round from 8am to 5.30pm, Monday to Thursday. The childminder works with an assistant and on an ad-hoc basis, a co-childminder. She is eligible to receive funding to provide free early education for children aged nine months to four years.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 interactions between the childminder and children, including during a group activity. 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.

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Inspection activities

3 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

3 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

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