Childminder EY431139

Overall effectiveness Outstanding

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

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The provision is outstanding

Children are welcomed with genuine warmth by the kind and nurturing childminder. They arrive happy, smiling and eager to engage, demonstrating a strong sense of belonging and emotional security. The childminder builds exceptionally positive and trusting relationships with all children, which provide a secure foundation from which they confidently explore, investigate and engage with their learning. Children's individual needs and interests are at the heart of a carefully planned curriculum that promotes curiosity, independence and a love of learning. From the moment the children arrive, they display consistently positive attitudes to learning. During an interactive map activity, children select different countries, identifying animals that can be found there. They recall past holidays, talking about their own experiences of travel and joining in with linked songs, such as 'The Wheels on the Bus'. Children are curious learners and confidently ask questions to extend their

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The provision is outstanding

own ideas and interests. This ensures all children make rapid progress in their learning and development.

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The provision is outstanding

Children's behaviour is exemplary. They understand the clear and consistent boundaries set by the childminder and respond positively to gentle reminders and extremely positive praise. The childminder is a calm, consistent role model who skilfully supports children to develop social awareness, empathy and respectful relationships. For example, during role play with dolls, children talk about sleeping, dressing the babies, reinforcing 'kind hands', sharing and empathy. When minor conflicts arise, children are gently encouraged to talk through their feelings and reach solutions together. Over time, they develop a clear understanding of how their actions affect others and begin to manage disagreements with increasing independence.

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need to do better?

n The experienced childminder has constructed an ambitious and well-sequenced curriculum. She focuses intently on children's individual developmental needs and works in strong partnership with parents to agree on children's next steps. The childminder skilfully involves parents at every step of their child's learning. She shares feedback with them, in addition to her regular assessments of the progress children are making. All children make consistent and rapid progress across all areas of learning. n The childminder consistently promotes children's independence, healthy lifestyles and emotional well-being from an early age. For example, children take responsibility for simple tasks, such as collecting their water bottles when thirsty or attempting to put their shoes on before going outdoors. Children take great pride in what they can do for themselves and demonstrate a strong sense of ownership over their learning. The childminder's reflective, inclusive and child-

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need to do better?

9 September 2025 led approach ensures that all children are nurtured and celebrated. n Children are extremely eager to play, explore and learn. They show deep concentration and fascination when they engage in exciting activities. For example, when exploring coloured sand, they quickly recognise that a sugar spoon has holes. Children quickly realise that this means that sand filters through it and conclude that it is not useful for filling bottles. They spontaneously identify other objects that would be better at moving sand, such as ladles and scoops, and integrate them into their play. The childminder seamlessly introduces new words to help extend children's vocabulary, such as 'particle' and 'grain'. The childminder is highly attuned to notice children's changing interests and skilfully builds on these to develop their confidence in listening, speaking and problem-solving skills. n Mathematical learning is seamlessly embedded throughout daily activities.

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need to do better?

Children build strong early foundations using sensory and visual resources. The environment is rich in mathematical language. These thoughtful interactions prompt children to think critically, deepen their understanding of number concepts and strengthen their problem-solving skills. This helps to lay strong foundations for future learning. n Children confidently lead and invite the childminder into their games. Together, they engage in pretend play about packing suitcases to go on holiday. The childminder ensures that children hear the correct pronunciation of words linked to transport and holiday items. She takes every opportunity to extend children's vocabulary, which helps them to make connections between words and actions. Her skilful expertise supports children to develop as exceptional communicators. n Children learn about healthy lifestyles. They regularly play in the garden and go on frequent trips to local parks and places of interest. For example, children

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need to do better?

confidently recall trips to local animal parks, talking about the variety of birds they saw and delighting in sharing the picture book from their trip with the inspector. They show high levels of concentration as they confidently identify their friends and the different places visited, talking animatedly about the colourful feathers and recalling how the slide was broken. n The passionate childminder demonstrates strong reflective practice and a clear, ambitious vision for the setting and its future. She regularly undertakes focused training to expand her knowledge and improve outcomes for children. She evaluates her practice and applies new learning to introduce positive changes. Therefore, children benefit from high-quality care in an adaptable learning environment that meets their needs extremely well.

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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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Setting details

Unique reference number EY431139 Local authority Surrey Inspection number 10408165 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 5 Number of children on roll 10 Date of previous inspection 27 January 2020

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Information about this early years setting

The childminder registered in 2011. She lives in Farnham, Surrey. She operates her service from 7.30am to 6pm, Monday to Thursday, for most of the year, except for bank holidays and family holidays. The childminder has a relevant level 3 qualification in childcare. She provides places for children who are in receipt of early education funding.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the vision and aims for her early years foundation stage curriculum. n The childminder and the inspector evaluated the effectiveness of an activity together. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The children spoke to the inspector about what they enjoy doing while with the childminder. n Parents shared their written 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

9 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

9 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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