Childminder EY412221

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 creates a charming environment, where children feel welcomed and happy. They arrive eager to engage in the wide range of experiences the childminder offers. She organises regular, purposeful outings for children, such as trips to her allotment, the local library, woodland walks and playgroups. These varied experiences help build children's learning and social skills. Children form strong bonds with the childminder. This helps them feel safe and confident to explore these new surroundings.

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The provision is good

The childminder has ambitious expectations for all children. She provides a curriculum that promotes independence, healthy living and a connection to nature. She encourages children to take responsibility for themselves. For example, children pick fresh vegetables growing in the allotments for their snack. They then clean the snack and use child-safe utensils to prepare it, before eating it.

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The provision is good

The childminder promotes a rich environment by communicating in both German and English. This bilingual approach reflects the backgrounds of many children in the setting and helps create continuity between home and the setting, and gives children the opportunity to celebrate different cultures.

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need to do better?

n The childminder supports children's communication and language development through continued, purposeful interactions. She introduces ambitious vocabulary in meaningful contexts. For example, when exploring the allotments, the childminder teaches children the correct term for plants. Children repeat these words back. They then use the words in context, sharing it with other children. The childminder reads expressively, which keeps children engaged and interested. She uses this as an opportunity to introduce new concepts, expand vocabulary and support children's emotional literacy, helping them to name and share their feelings. n The childminder narrates activities throughout the day, supporting children to understand what is happening and what will come next. The childminder listens to children's responses and promptly identifies and addresses any misconceptions, ensuring the correct learning is being effectively secured. She

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need to do better?

sequences learning effectively, so that children build upon what they already know and can do. For example, the childminder talks about the colours of the different apples to younger children, and counts the apples with older children. n The childminder provides a curriculum that gives children the chance to experience a wonderful variety of new opportunities. She uses children's interests to influence the curriculum, making adjustments where necessary. For instance, when children show a keen enthusiasm for mark making, she adapts

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need to do better?

18 September 2025 the environment to ensure all children can participate, introducing a step to improve access to the mark-making board. However, children can sometimes be given too much information at once and, therefore, the learning intention can get lost. n Children respond positively to the childminder's calm and consistent approach to behaviour management. She gently reminds children of the boundaries. She helps children understand the consequences of their actions. As a result, children develop a strong sense of right and wrong and show a positive attitude towards learning. They take turns with increasing confidence and are supported with practical strategies when they may face challenges. The childminder's warm and respectful relationships with children underpin their high levels of engagement and motivation. Children listen attentively and sustain concentration during activities they enjoy. n The childminder provides opportunities for children to take responsibility for their

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need to do better?

own safety, such as reminding them to stop and look for cars when crossing roads. Children are supported to understand what makes them unique. The childminder celebrates a range of cultural traditions, such as a lantern walk. Different family backgrounds are celebrated throughout the setting. n The childminder has good relationships with parents. She ensures parents are well informed about their child's progress and experiences. She welcomes feedback from parents, and encourages open and ongoing communication. Parents are actively involved in their child's development, with the childminder seeking their input to meet every child's individual needs. She shares strategies and resources to support learning at home. Parents speak highly of the childminder's nurturing care and professionalism, and appreciate the inclusive, respectful environment she creates for all families.

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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 strengthen understanding of having a focused intent for activities, so that children are not given too much information at once.

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Setting details

Unique reference number EY412221 Local authority Surrey Inspection number 10399548 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 3 Number of children on roll 7 Date of previous inspection 5 December 2019

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Information about this early years setting

The childminder registered in 2010 and lives in Godalming, Surrey. She provides care for children Tuesday to Friday, from 7.30am to 6pm, term time only. The childminder holds a childcare qualification. She provides government funded early education for children aged nine months to four years old.

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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 Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector through conversation and written feedback. n The childminder provided the inspector with a sample of key documentation on request. n The inspector and the childminder carried out an evaluation of an activity, to assess the quality of teaching. n The inspector observed the safety, suitability and quality of interactions during school drop off, time in the childminder's home and during outings.

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Inspection activities

18 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

18 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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