Childminder

Childminder

Unique reference number (URN): EY452738 Registered with Ofsted: 03/07/2013 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children securely and consistently progress across all areas of learning. They show curiosity, maintain concentration for prolonged periods and demonstrate growing confidence when exploring new experiences. Children enjoy colour sorting into cups with various items added to adapt the level of challenge for each child. Children benefit from mathematics being seamlessly embedded throughout the day. They understand mathematical concepts, such as 'smaller' or 'biggest'. Children communicate clearly and use new vocabulary with understanding. They use their previous experiences to make connections, such as comparing the colour of their chopping board to the sun. Children listen to others, share ideas and take turns in conversations.

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Achievement Strong standard

Children's physical skills develop well. They move confidently, navigating different spaces safely when indoors or outside. Children make age- and stage-appropriate movements, such as balancing on one leg, jumping or crawling. They play cooperatively, show kindness towards others and resolve minor disagreements with increasing independence. As a result, children leave the setting confident, capable and ready for their next stage.

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Curriculum and teaching Strong standard

The childminder and her assistants skilfully extend children's thinking through high-quality interactions, modelling language and nurturing their curiosity. Children recognise letters in street signs and confidently link them to their own names. During imaginative play, such as going on a 'bear hunt', they collect leaves and sticks while noticing the different sounds, smells and sights around them.

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Curriculum and teaching Strong standard

The childminder places a strong emphasis on communication and language, with a particular focus on developing children's vocabulary and independence. For example, she encourages children to compare their past experiences of crunchy leaves with how the leaves feel today, discussing how the rain has made them 'soft' and 'soggy'.

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Curriculum and teaching Strong standard

Children's personal, social and emotional development is consistently promoted. The childminder and her assistants build warm, trusting relationships and maintain a predictable approach so that children feel safe, secure and ready to take on new challenges. Independence is a key feature of the childminder's curriculum, being promoted from an early

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Expected standard

age. For example, younger children learn to find their coats and wellies and bring them to an adult for help, while older children begin fastening zips and putting on their own wellies. The oldest children dress themselves in puddle suits and wellies independently. Physical development is also prioritised, with activities such as music and movement sessions helping to build children's strength, coordination and positive attitudes towards being active.

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Expected standard

The childminder ensures that every child, including those who are disadvantaged, can access the same entitlement. She carefully plans adaptations to ensure that all children receive the same quality and continuity of care and opportunity. For example, all children chop up their own snack, with varying child-safe utensils and varying levels of support to build on their independence and small motor skills. The childminder ensures that all children, including those who are disadvantaged, can access the same high-quality experiences by carefully adapting activities and levels of support.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets high expectations for children's behaviour and attitudes to learning. These are embedded and understood by parents and carers, children and her assistants. Children demonstrate positive behaviour and attitudes to learning. They show kindness, care and respect towards others, reflecting the calm and nurturing culture of the setting. Children build warm, trusting relationships, which helps them to feel secure. They play cooperatively, take turns and begin to resolve minor disagreements with increasing independence.

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Behaviour, attitudes and establishing routines Expected standard

Children concentrate on achievable goals, such as pouring their own water or completing simple tasks, and show pride in their success. This supports them in developing sustained focus and perseverance. They learn to regulate their emotions and manage their feelings, gradually building patience and self-control. For example, younger children learn to wait for their turn during small-group activities, with the time extended as their confidence grows.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children and their families to understand the importance of good attendance and punctuality, helping children to recognise that being present and ready enables them to learn well and feel part of the group. She uses praise and encouragement to strengthen children's positive behaviour and build their confidence. Although secure routines help children to understand what will happen next, the childminder does not consistently establish her expectations clearly from the start or provide consistent reminders. As a result, children can occasionally feel uncertain about what is expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Daily routines are well established. They support children's independence and responsibility during arrivals, mealtimes and transitions. Children typically play cooperatively and take turns using resources. The childminder quickly resolves minor conflicts, supporting children to identify their feelings and work on solutions together. As a result, children thrive in a safe and respectful environment that nurtures their confidence, resilience and readiness for future learning.

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Children's welfare and wellbeing Expected standard

The childminder creates a safe and welcoming environment where children thrive in their play, learning and social interactions. Children access outdoor learning daily, which supports their physical development, confidence and enjoyment. The childminder has created and embedded policies that prioritise children's welfare and wellbeing, providing consistency and transparency across the setting. She is a positive role model and praises children when they use their manners. However, she does not consistently promote polite language throughout the day, which means some children do not yet develop a secure understanding of how to use manners in all situations.

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Children's welfare and wellbeing Expected standard

The childminder teaches children age-appropriate ways to stay safe. For example, during woodland walks, they practise road safety and learn only to speak to familiar adults. Children are encouraged to make healthy choices and develop an understanding of exercise, rest, balanced eating and screen time limits. However, links between physical activity and healthy habits are not explicitly made, which means some children do not fully understand why these choices matter.

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Children's welfare and wellbeing Expected standard

The childminder meets children's individual care needs respectfully and responsively, helping them to feel happy and settled. Children form secure attachments with the childminder, her assistants and with one another. Hygiene routines are well established, and children are becoming increasingly independent in managing their personal care. Children are supported to recognise, express and manage their emotions through warm and respectful interactions that help them feel understood and valued. All children enjoy their time in the setting and demonstrate feeling safe, valued and confident. This enables children to engage positively in their learning and development.

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Inclusion Expected standard

The childminder identifies children's individual needs quickly and effectively, providing them with appropriate and tailored support. She works closely with multi-agency professionals to implement agreed strategies for children with specific needs. For example, the childminder uses 'bucket time' to support children's speech, followed by ongoing monitoring and regular communication with parents and carers and all involved agencies. This graduated approach of 'assess, plan, do, review' ensures that no child is overlooked and that support is tailored to their circumstances. The childminder has high expectations for all children, and her assistants share this vision. They work together to prepare children with the tools they need to overcome barriers to learning.

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Inclusion Expected standard

The childminder's planned daily routines are adapted when necessary to meet the needs of all children. Her assistants confidently implement agreed strategies and know when to seek guidance from the childminder. This collaborative approach helps children to feel secure and promotes their independence. The childminder prioritises professional development, ensuring that she and her assistants receive relevant training to support every child effectively. As a result, staff demonstrate a secure understanding of children's needs and progress. They are able to recognise children's achievements, celebrate their milestones and respond quickly where further support is required. This commitment enables children to thrive, achieve well and enjoy their learning experiences.

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Leadership and governance Expected standard

The childminder is reflective and has a clear understanding of the setting's strengths and areas for development. She makes decisions that are firmly rooted in the best interests of children, including those who are disadvantaged or who face additional barriers to learning or wellbeing. She prioritises children's communication and language, independence and physical development, ensuring that the curriculum and daily practice remain responsive to individual needs.

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Leadership and governance Expected standard

The childminder is mindful of assistants' wellbeing and ensures workloads are manageable. She engages in regular professional development and selects training that meets both her own needs and those of any assistants, including areas they identify themselves. This helps to ensure that practice remains current, reflective and responsive to the needs of all children.

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Leadership and governance Expected standard

The childminder values partnership working and engages positively with parents, carers and professionals. She welcomes feedback and uses it to inform self-evaluation and drive continuous improvement. Safeguarding arrangements are robust. Policies and procedures are well understood and followed, creating a culture of vigilance that supports children's safety, welfare, education and care. Through thoughtful leadership and a strong commitment to improvement, the childminder ensures that children receive high-quality care and education.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

The childminder and her assistants warmly welcome children into a safe environment, where they feel valued, supported and included. The childminder engages in ongoing conversations with parents and carers and carries out careful observations, enabling her to identify and meet every child's individual needs. She holds high expectations for all children, with tailored support provided to help each child to overcome barriers to learning. When necessary, the childminder seeks advice from multi-agency professionals so children receive the right help at the right time.

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What it's like to be a child at this setting

The childminder thoughtfully plans daily routines, promoting children's security, continuity and independence. Children form strong attachments with the childminder and her assistants. They are positive role models, showing others kindness and respect. This helps children to build warm relationships with peers and adults. Children are encouraged to play cooperatively, take turns and resolve minor conflicts with support, helping to build resilience and social skills.

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What it's like to be a child at this setting

The childminder has created a curriculum that is ambitious and broad across all seven areas of the curriculum. The childminder identifies what children already know and skilfully builds on this. She extends children's thinking through high-quality interactions and modelling language. The childminder prioritises children's communication and vocabulary, alongside their independence and physical development. Daily outdoor activities, such as woodland walks, excite children and promote their strength, coordination and positive attitudes to the activity.

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What it's like to be a child at this setting

Children achieve well from their starting points. They chop their own snacks with child-safe utensils, learn essential skills that lead them to toilet train successfully, and develop confidence in managing personal care. The childminder encourages focus and perseverance, gradually building children's patience and self-control. She uses praise and encouragement to boost children's confidence, while respectful routines nurture their

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30,Tuesday,Wednesday,Thursday : 15:00 - 17:00

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About this setting

Local authority: Surrey emotional well-being. Children feel happy, safe and confident in this supportive setting that prepares them very well for their next stage and life beyond the early years.

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Next steps

Leaders should ensure that staff support consistency among all children to understand and follow rules. Leaders should support staff to consistently promote children's understanding of the links between physical activity and healthy habits. Leaders should promote children's consistent use of polite language and manners so that all children develop a secure understanding of respectful social interactions at all times.

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About this inspection

The inspector spoke with the childminder, assistants and children during the inspection.

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About this inspection

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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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