Childminder 2746762

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

The childminder builds strong relationships with children, who seek comfort from her when they need it. For example, she offers children reassurance if they become unsettled during arrival times. This helps children to settle quickly so that they can happily explore the environment. The childminder organises activities that follow the children's interests. She displays resources in an inviting way to encourage children's exploration. For example, she uses small world animals and books to help engage children in learning different animal noises.

p.2

The provision is good

Children enjoy taking part in singing nursery rhymes. The childminder has various songs printed on wooden spoons and encourages children to choose a spoon. This helps to promote early turn-taking. Children copy the actions of the childminder and show engagement as they explore musical instruments.

p.2

The provision is good

Children have access to the childminder's garden, where activities are planned that follow on from the learning she introduces inside. In addition, the childminder takes children with her to collect older children from the local school and often visits places in the community, such as the park and the woods. The childminder recognises the importance of offering children opportunities to be physically active.

p.2

need to do better?

n The childminder has recently started looking after younger children, as well as providing after-school care for older children. She is reflective and identifies areas of her practice she wants to develop, such as learning more about the ways younger children play and learn. The childminder accesses webinars and various online resources to support her knowledge further and to keep herself up to date. n The childminder recognises the skills children need to learn next and plans activities to support these. For example, she organises resources to support children's early walking skills, such as arranging inviting activities at tables to encourage young children to stand. However, at times, the childminder focuses on supporting many different areas of development rather than precisely targeting what children need to learn next. n The childminder encourages children's early language skills. For example, at

p.2

need to do better?

mealtimes, she models language such as 'please' and 'thank you' and uses Makaton signs. The childminder provides children with a narrative to their play and comments on the things they do. This helps to build children's vocabulary and support their communication development. n The childminder knows the children well, including those who are new to the setting. She observes their play and plans activities based on their interests. For example, she uses props and books to support children's attention and

p.2

need to do better?

23 September 2025 engagement. However, at times, the childminder does not always recognise younger children's emerging interests. This means that during some activities, children's learning is not extended fully. n The childminder supports children's awareness of personal care and hygiene from a young age. For example, she shows young children how to cough into their elbow to stop the spread of germs. In addition, she encourages young children to wipe their faces and hands after mealtimes. n The childminder provides children with a healthy diet and creates a relaxed environment for mealtimes. For example, all children sit together when they eat. The childminder offers healthy snacks and a home-cooked meal. The childminder engages with children as they eat and promotes their awareness of healthy food choices. n Partnerships with parents are positive. Parents comment on how well the childminder knows their children. The childminder shares information with

p.2

need to do better?

parents about what their children have done during the day and the areas of development she is focussing on. Parents describe the childminder as caring, attentive and trustworthy.

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 review and improve planning of activities to precisely target children's next steps in learning n strengthen practice to identify and respond to children's emerging interests.

p.3

Setting details

Unique reference number 2746762 Local authority Surrey Inspection number 10418681 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 6 Number of children on roll 7 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in Brockham, Surrey. The childminder cares for children Monday to Wednesday between 7.30am and 5.30pm, and Thursday and Friday from 3pm to 5.30pm, throughout the year. She holds a relevant level 3 qualification. The childminder provides funded early education for children aged from nine months to four years.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The inspector and childminder carried out a joint observation. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

23 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

23 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