Childminder

Childminder

Unique reference number (URN): 2744268 Registered with Ofsted: 04/10/2023 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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Behaviour, attitudes and establishing routines Strong standard

The childminder has established clear routines and consistent expectations that help children develop positive behaviours and social skills. She balances high expectations with warmth and understanding, supporting younger children and those still learning routines. Children cooperate, share resources and show consideration for others during independent and group activities.

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Behaviour, attitudes and establishing routines Strong standard

The childminder uses calm guidance and gentle reminders to help children understand boundaries, resolve conflicts and communicate their feelings appropriately. Children respond well, demonstrating self-control, patience and empathy. They take responsibility for their actions, follow routines confidently and engage positively in turn-taking and collaborative play.

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Behaviour, attitudes and establishing routines Strong standard

Parents praise the secure and trusting relationships their children build with the childminder. They note that the childminder actively prioritises children's wellbeing, supports social development, and encourages kindness and helpfulness. For example, older children politely guide younger children during activities, while the childminder discusses ways for everyone to contribute and learn from each other, fostering a collaborative and inclusive ethos. The childminder works with parents to reinforce the importance of punctuality and attendance.

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Behaviour, attitudes and establishing routines Strong standard

Children develop confidence, independence and resilience. They leave the setting with strong social skills, a clear understanding of expectations and the ability to engage positively with others in a variety of situations.

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Children's welfare and wellbeing Strong standard

The childminder helps children understand and manage their emotions through sensitive discussion and reassurance. For example, when children show signs of frustration or tiredness, the childminder uses descriptive language to help them identify and express their feelings. This approach enables children to make connections between their emotions and their behaviours, promoting self-regulation and emotional understanding.

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Children's welfare and wellbeing Strong standard

Children benefit from a clear focus on healthy lifestyles. The childminder shares guidance with parents on nutritious meals and encourages children to participate in preparing and serving food where appropriate. During activities, children learn about their bodies, such as identifying different body parts and exploring movement, which promotes physical awareness and understanding. Daily outdoor play and local trips allow children to develop coordination, balance and gross motor skills, while learning to assess risks safely.

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Children's welfare and wellbeing Strong standard

The childminder establishes consistent routines that reflect the care needs of individual children, supporting emotional security and wellbeing. She prioritises building strong relationships with new children and their families, enabling secure attachments from the outset. Safe sleeping practices are implemented, and any changes to routines are managed

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Expected standard

collaboratively with parents. Families value the childminder's thoughtful, caring and responsive approach to children's wellbeing.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities, make steady progress from their individual starting points. Children develop secure foundations, positive attitudes and greater independence.

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Achievement Expected standard

Children show enthusiasm and curiosity as they explore a wide range of activities and experiences. They engage confidently, develop new skills and sustain interest in their play. Children learn to listen attentively, use new vocabulary and communicate their needs clearly. Children are making progress in their personal, social and emotional development. They take steps to resolve conflicts, share resources and form positive relationships with others. They also develop physically by building strength, coordination, control and confidence through daily outdoor play, trips and various indoor activities.

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Achievement Expected standard

Children leave the setting equipped with the skills, knowledge and confidence needed to thrive in school and future learning, demonstrating curiosity and resilience.

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Curriculum and teaching Expected standard

The childminder delivers a broad and balanced curriculum that develops all areas of the early years foundation stage. She plans activities to build on children's previous experiences, spark curiosity and develop key skills. Children learn both indoors and outdoors, with outdoor play and local trips forming a central part of the curriculum. For example, visits to farms, parks, and local environments allow children to explore, investigate and use rich vocabulary, including naming less common animals, such as a kookaburra.

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Curriculum and teaching Expected standard

The childminder teaches purposefully and responds to children's interests. She asks questions to extend learning and introduce new vocabulary, supporting language development and thinking skills. Children explore independently, solve problems and engage in imaginative play. The childminder differentiates activities to meet individual needs, including for children with special educational needs and/or disabilities, so all children participate meaningfully.

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Curriculum and teaching Expected standard

The childminder recognises that children would benefit from more thinking time when responding to questions. At times, she asks multiple questions in quick succession, and allowing longer pauses will support deeper learning, stronger communication and more confidence in expressing ideas. This approach keeps children motivated, engaged and eager to learn. Children develop independence, confidence, problem-solving skills and a broad vocabulary across all areas of the curriculum.

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Inclusion Expected standard

The setting welcomes all children and actively includes them. The childminder values and supports every child regardless of their age, ability or background and has high expectations for all children. Children access resources and a learning environment that reflect diversity and promote accessibility. Counting books, creative materials and small-world play are at children's height, enabling independent engagement. Outdoor play provides a wide range of physical activities tailored to different abilities, and themed activities link to children's previous experiences, helping each child participate in meaningful learning.

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Inclusion Expected standard

The childminder adapts her approach to meet children's individual needs using information from parents, provided during the settling-in process, and her ongoing observations to assess and identify children's needs. During progress checks for children aged between 2 and 3 years, the childminder collaborates with parents to ensure that information is shared. The childminder seeks advice from specialists and external partners when needed and has a secure understanding of children's needs and progress. She has a good understanding of the graduated approach and has received appropriate training to implement it if needed.

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Inclusion Expected standard

The childminder ensures that every child has a turn during group activities and provides additional support when necessary, balancing challenge with encouragement. She values children's contributions and actively encourages them to express themselves in ways that suit their development.

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Leadership and governance Expected standard

The childminder manages the setting effectively. She understands her responsibilities, including safeguarding, curriculum planning and maintaining a safe, stimulating environment. She updates and implements policies and procedures to protect children's safety, wellbeing and development.

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Leadership and governance Expected standard

The childminder undertakes training regularly, including mandatory paediatric first-aid and safeguarding training, and she reflects on her practice to improve provision. She creates contingency plans to ensure that children receive consistent, safe care if cover is ever needed.

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Leadership and governance Expected standard

The childminder maintains strong partnerships with parents. She communicates regularly via text messages, telephone calls and face-to-face discussions, keeping parents informed about children's progress, routines and any concerns. The childminder engages with external professionals, when needed, to support children with additional needs.

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Leadership and governance Expected standard

The childminder monitors the provision carefully, evaluates the effectiveness of activities and routines, and implements improvements promptly. She maintains standards across all areas of the setting, ensuring that children receive high-quality care and fully benefit from a safe, enriching and well-managed environment. To strengthen this area further, the childminder needs to focus on matching professional learning and development opportunities to their improvement priorities to ensure consistently high-quality teaching and learning.

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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

Children explore a safe, nurturing and stimulating environment where the childminder values them as individuals. They access a wide range of resources and activities, indoors and outdoors, make independent choices, follow their interests and develop confidence. The childminder supports learning across all areas of development. She links activities such as themed activity trays, counting books and creative resources to children's previous experiences to extend their understanding and skills.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 The childminder consistently promotes children's wellbeing and positive behaviour. Children form strong, trusting relationships with the childminder, feel secure, and demonstrate social skills, including taking turns, sharing, and resolving disagreements appropriately. Daily routines, including mealtimes, sleep, and outdoor play, encourage independence, self-care and healthy habits. The childminder prepares children for future transitions, such as starting school, by discussing routines and familiarising them with expectations.

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About this setting

The childminder maintains strong partnerships with parents through regular communication and shared observations. Children feel happy, confident and engaged, and they enjoy experiences that develop learning, creativity and social understanding. Overall, children thrive because the childminder actively prioritises safety, wellbeing and purposeful learning.

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Next steps

The childminder should allow children more thinking time when asking questions, to support their deeper learning, communication skills and confidence in expressing their ideas.

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About this inspection

The inspector spoke with the childminder 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. Local authority: Surrey

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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. 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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