Childminder EY280407

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 warm environment, where children feel safe and secure. Children feel very comfortable in the childminder's home. She promotes their physical well-being by providing them with regular 'music and movement' breaks. Organised outings enhance and broaden children's opportunities to further develop these skills. The childminder provides children with a nutritious diet. For parents who wish to provide their own food, the childminder shares healthy eating tips. This supports children to develop a variety of healthy habits.

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The provision is good

The childminder plans a thoughtful curriculum that is appropriately adapted to each child's age and stage. She uses children's interests to influence the curriculum to ensure high levels of engagement. Children are interested in what the childminder teaches them, and make good progress across all areas. For example, younger toddlers enjoy the sensory experience of play dough, while older toddlers use tools, such as child-safe scissors, to cut the play dough to build their fine motor skills.

p.2

The provision is good

Children are kind and helpful to each other. The childminder has high expectations of children's behaviour and regularly reminds them of the rules and boundaries. She shows a positive attitude to learning, which is reflected in children's behaviour.

p.2

need to do better?

n The childminder uses responsive planning to support children's progress across all areas of learning. Through regular assessments, continued observation and conversations with parents, the childminder identifies individual needs and next steps. The childminder adapts learning to each child's age and stage, and builds upon what children already know and can do. n The childminder has clear aims for her ambitious curriculum. She prioritises supporting children to be happy, well-rounded individuals, who are ready for the next stage. Children build upon what they already know and the childminder sequences learning to support this. The childminder knows children very well and provides stimulating learning opportunities. However, sometimes, she does not successfully deliver curriculum aims to make the most of each child's individual learning goals. n Children have respectful interactions with each other. They show kindness,

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need to do better?

cooperation and care. For example, older toddlers help younger toddlers over the step, using encouraging words and friendly smiles to support each other. Activities are purposefully set out to encourage curiosity and problem-solving. The childminder supports children's self-esteem and independence by asking if they want support, or can do it themselves. Children often want to have a go themselves, knowing that the childminder is there to support them. This helps children build resilience, as well as their independence.

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need to do better?

24 September 2025 n The childminder provides children with opportunities to develop their vocabulary and language. For example, she incorporates a lot of reading opportunities into children's day, helping to foster a love for reading, while also exposing them to new and varied vocabulary. She uses ambitious language. For example, when playing with small-world woodland toys, the childminder helps children identify the stoat and weasel. The childminder continues to tell children about what they are doing now, and what they will be doing next. However, at times, what is being told to children does not happen immediately, and sometimes not until much later. This can be confusing for them. n The childminder uses organised outings as a means to support children's personal development. For example, she teaches children about road safety, such as recognising a pelican crossing and where it is safe to cross the road. She

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need to do better?

gives children opportunities to understand and make sense of the world around them. This helps children to make links between themselves, their families and others. For example, the childminder takes children to the war memorial for Remembrance Day and uses this as a learning opportunity to teach children about soldiers. n The childminder offers a well-planned induction for new children. She gathers lots of information from parents to help understand children's starting points. Regular two-way flows of communication between parents and the childminder continues throughout children's time at the setting, such as during handovers in the morning and evening. Parents appreciate the childminder's approach to encouraging safe, age-appropriate risk taking. They recognise that this supports their children to make good progress.

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 ensure the delivery of activities are consistently well adapted to reflect each child's individual learning goals n ensure that the timings of what children are told and what subsequently happens are more closely aligned so that children are not confused.

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Setting details

Unique reference number EY280407 Local authority Surrey Inspection number 10398806 Type of provision Childminder

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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 11 November 2019

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Information about this early years setting

The childminder registered in 2004. She lives in Bisley in Woking, Surrey. The childminder provides care between 8am and 6pm each weekday, for most of the year. The childminder holds an early years qualification at level 3. She receives funding to provide free early education for children aged two, three and four years.

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 inspector viewed the provision and discussed the safety and suitability of the premises. 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 Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of parents' views through conversations and written testimonials.

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Inspection activities

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

24 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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