Childminder EY539140

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

p.1

The provision is good

The childminder provides a warm, welcoming environment where children receive patient, nurturing care. Children's emotional well-being is a priority for the childminder. They feel safe, secure and at home in her care. The childminder understands that each child is unique. She spends time getting to know each child to understand their personalities, interests and preferences. As a result, children feel valued and form strong, trusting bonds with the childminder.

p.2

The provision is good

The childminder has designed a curriculum which is ambitious. She provides ample opportunities for children to engage in free play and make choices from a wide range of interesting resources. This supports children to build essential play skills and develop in to curious independent learners. The childminder skilfully supports their perseverance, offering encouragement and celebrating their successes. Children respond with joy, often giggling with delight when they achieve something new. These experiences foster a positive attitude to learning and help children approach challenges with confidence and enthusiasm.

p.2

The provision is good

The childminder has high expectations of children's behaviour. Before they can walk, she gently and consistently teaches them about kindness, sharing and how to behave well around other people. This supports children to develop good social skills which prepares them well for the next stage in their education.

p.2

need to do better?

n Independence, social and language skills are the cornerstones of the childminder's curriculum. From the outset, the childminder encourages children to be independent and patiently supports them to learn self-care skills. Children feed themselves, carefully wash their hands and manage their clothing. This supports children to become confident and self-reliant. n Children learn about themselves and other cultures as part of the childminder's curriculum. She introduces children to a variety of cultural experiences and ensures that their own heritage is reflected in daily activities. For example, she invites families to bring in books, traditional foods and share information about their cultural festivals. This inclusive approach helps children to feel at home in her setting and prepares them well for life in modern Britain. n Communication and language are central to the childminder's practice. During

p.2

need to do better?

free play, she effectively follows children's interests. The childminder develops their play with relevant resources, concepts and continuously models language well. For example, she adds a narrative to the play of children who are not yet speaking. This way, even very young children are introduced to a rich variety of concepts and vocabulary. This helps develop their language, extends their knowledge and supports them to become curious learners.

p.2

need to do better?

17 September 2025 n Children display a strong interest in books. The childminder reads to them on numerous occasions throughout the day. Children remain engaged for long periods of time as she encourages them to join in and recall previous experiences. This supports children to develop a love of reading and expands their vocabulary. n The childminder plans purposeful high-quality activities for children. Overall, these are effective. Although, some activities are a little too advanced for children's developmental stages. At these times, the childminder's interactions are slightly less effective in engaging children and extending their learning. n The childminder provides children with daily opportunities to be physically active. Children develop their physical strength and coordination through active play. For example, they practise kicking and catching balls and use ride-on toys. This supports children's general health and well-being and teaches them about taking

p.2

need to do better?

risks and staying safe. n The childminder responds promptly when she identifies gaps in children's development. She engages effectively with other professionals and parents to ensure a cohesive approach to children's individual needs. This way, children with special educational needs and/or disabilities (SEND) are included and well supported. n The childminder communicates effectively with other settings children attend. They exchange information about children's development, next steps and strategies. This provides children with a consistent approach to their learning. n Parents benefit from the childminder's experience and knowledge. They regularly discuss children's progress, learning and development. For example, the childminder supports parents with advice on sleep strategies and toilet training. This means that children benefit from a cohesive approach to their care.

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 tailor planned activities to more precisely suit the developmental stages of all children.

p.3

Setting details

Unique reference number EY539140 Local authority Surrey Inspection number 10407835 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 5 Number of children on roll 9 Date of previous inspection 20 January 2020

p.4

Information about this early years setting

The childminder registered in March 2017 and lives in Epsom, Surrey. She operates Monday to Thursday, from 7am to 6pm, all year round, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3.

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 early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector observed the interactions between the childminder and the children. 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

17 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.

p.4

Inspection activities

17 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6