Byford, Daisy May

Childminder

Unique reference number (URN): 2763138 Registered with Ofsted: 13/12/2023 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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Achievement Strong standard

Children build successfully on what they already know and can do because learning experiences are carefully matched to their developmental needs and interests. Young children develop physical skills with increasing confidence as they pull to stand, cruise and take early steps. They engage readily with books, songs and sensory experiences and respond to familiar words, sounds and gestures.

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Achievement Strong standard

Older children develop early literacy and mathematical knowledge. They recognise letters, use new vocabulary during play and recall familiar stories with increasing detail. They confidently identify colours, shapes and quantities and use mathematical language to describe their experiences. Children use this knowledge independently, showing growing accuracy and confidence when applying concepts in different situations.

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Achievement Strong standard

Children apply learning across different contexts. They recall previous themes, including healthy eating and road safety, and draw on this knowledge during conversations, routines and play. They confidently transfer learning from one experience to another, demonstrating embedded understanding.

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Achievement Strong standard

Children become independent learners who make choices, solve problems and persevere with challenges. They demonstrate curiosity and resilience when faced with difficulties, trying different approaches before seeking support. The childminder's consistent focus on communication and language helps children secure the foundational knowledge, skills and confidence needed for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a calm and positive environment where children understand what is expected of them. Well-established routines help children feel secure and support their growing independence. Children know where resources belong, manage aspects of their personal care and confidently participate in daily routines. Expectations are consistently reinforced, enabling children to follow routines with confidence and ease.

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Behaviour, attitudes and establishing routines Strong standard

Relationships are warm and respectful. Children show kindness towards one another, readily sharing resources, helping each other and offering comfort when needed. Older children naturally support younger children during activities and routines, contributing to a caring and inclusive environment. The childminder models positive language and behaviour consistently, which children reflect in their interactions. Children demonstrate thoughtful behaviour, showing awareness of others' feelings and adjusting their actions accordingly.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate positive attitudes to learning. They become deeply engaged in activities, concentrate for sustained periods and show pride in their achievements. They persevere when tasks become challenging and respond positively to encouragement and support. Children collaborate effectively, solving problems together and expressing their ideas with growing confidence. The childminder promotes the importance of attendance and works closely with families to monitor children's attendance patterns. Children learn how to keep themselves safe through everyday routines, discussions and experiences, including learning about hygiene, road safety and managing risks appropriately. Safety messages are embedded across daily experiences, helping children apply them independently.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are central to the childminder's practice. She develops warm and responsive relationships with children and takes time to understand their individual routines, preferences and needs. Children feel secure, valued and emotionally supported. They move confidently between play, interaction and rest because care practices are consistently attuned to their needs.

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Children's welfare and wellbeing Strong standard

The childminder supports children effectively to recognise and manage their emotions. She uses calm and consistent approaches, including reassurance, co-regulation and age- appropriate strategies to support emotional development. Recent professional development has strengthened her approach further, helping children begin to recognise feelings, practise calming strategies and develop early self-regulation skills. Children respond positively to this approach, taking time to calm themselves and returning to play with confidence. Children show growing awareness of their emotions and use familiar strategies independently.

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Children's welfare and wellbeing Strong standard

Children learn about healthy lifestyles through daily routines and meaningful discussions. They enjoy healthy snacks, talk about food choices and engage in physical play that supports their coordination and physical development. The childminder promotes good hygiene practices and reinforces personal safety effectively. Children confidently follow hygiene routines, such as using the tissue station and mirror to check they have wiped their nose properly. Safety and hygiene messages are embedded across routines, helping children apply them without prompting.

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Children's welfare and wellbeing Strong standard

Children develop confidence and independence through well-embedded routines and responsive care. They move comfortably between play, interaction and exploration, demonstrating secure emotional security and confidence within the setting. Care practices, including feeding, sleeping and personal care routines, are tailored sensitively to children's individual needs. This consistent approach enables children to flourish and feel deeply secure within the setting.

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Curriculum and teaching Strong standard

The childminder uses her knowledge of child development to plan experiences that build on what children already know and can do. Weekly themes, such as road safety and healthy eating, are used purposefully to introduce new knowledge while helping children revisit and consolidate previous learning. The curriculum is thoughtfully organised so children encounter ideas repeatedly in different contexts, strengthening their understanding over time. This supports children's communication, physical development and personal, social and emotional development effectively.

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Curriculum and teaching Strong standard

Teaching is purposeful and responsive. The childminder skilfully models language, introduces new vocabulary and encourages children to talk about their experiences. She

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Expected standard

uses everyday routines to reinforce learning, such as counting, naming colours and discussing healthy choices during snack times. Mathematical language is woven consistently throughout activities and routines. Children hear and use language linked to quantity, size, shape and measure, including concepts such as halves, quarters, big and little. Language and mathematical thinking are embedded across play and routines, enabling children to use new concepts confidently and independently.

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Expected standard

Assessment is used effectively to identify children's next steps and tailor learning experiences. The childminder adapts activities so children of different ages can participate meaningfully. Younger children explore resources through sensory experiences and simple language, while older children extend their thinking through discussion, early literacy and problem-solving opportunities.

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Expected standard

The childminder extends children's thinking particularly well through sustained shared thinking and purposeful questioning. Rather than providing immediate solutions, she encourages children to test ideas, solve problems and persevere independently. This consistent approach helps children become confident, motivated learners who explore, investigate and apply their knowledge across different experiences.

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Leadership and governance Strong standard

The childminder is reflective and committed to providing high-quality education and care. She understands her strengths and areas for development and takes purposeful action to improve her practice. Recent professional development has informed her work with children and strengthened her approach to supporting emotional wellbeing. She reviews the environment regularly and has identified clear priorities for improvement, such as developing children's independence through child-sized furniture and extending opportunities for open- ended play.

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Leadership and governance Strong standard

The childminder uses self-evaluation effectively to guide improvements. She maintains records and manages risks appropriately. She tracks children's learning and development accurately, using her observations to plan experiences that build on what children know and can do. This helps her ensure that children make steady progress and enjoy activities that reflect their interests and developmental stages. Parents speak positively about the quality of communication and the support their children receive.

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Leadership and governance Strong standard

The childminder is reflective about her practice and recognises areas she would like to strengthen further, including developing her understanding of recognising a broad range of emerging special educational needs and/or disabilities. Her positive attitude and commitment to improvement provide a strong foundation for continued professional growth.

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Inclusion Expected standard

The childminder knows children well and identifies their individual needs through ongoing observation, assessment and regular discussions with families. She uses information about children's interests, routines and developmental stages to adapt experiences and ensure children of different ages can participate meaningfully in shared activities. Children are included successfully in daily experiences and benefit from a welcoming environment where they feel valued and respected. Adaptations are consistently thoughtful, enabling younger children to explore sensory materials while older children extend their thinking through language, early literacy and problem-solving.

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Inclusion Expected standard

The childminder monitors children's development through observation, assessment and termly progress reviews. She uses statutory and non-statutory guidance to identify next steps and works closely with parents to support children's learning and wellbeing. Children benefit from consistent approaches between home and the setting. Information is shared openly with families, ensuring children experience continuity and well-coordinated support.

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Inclusion Expected standard

The childminder recognises the importance of early identification of special educational needs and/or disabilities. She is proactive in developing her knowledge so she can recognise emerging needs confidently if they arise. Her reflective practice and commitment to professional development ensure she is well prepared to respond appropriately should children with additional needs join the setting.

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Inclusion Expected standard

Children are welcomed, included and valued. They learn alongside one another, help each other during play and celebrate each other's achievements. The childminder's nurturing ethos helps children develop positive relationships and a strong sense of belonging. Children's interactions show that inclusion is embedded, with kindness, cooperation and shared learning evident throughout daily routines.

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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 experience warm, nurturing relationships that help them feel secure and confident in this home-based setting. They settle quickly because the childminder understands individual needs, routines and interests. Younger children form secure attachments, seeking reassurance when needed and exploring the environment with increasing confidence. Older children show pride in their achievements and enjoy helping younger children, creating a family-like atmosphere where kindness and cooperation are typical.

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

Children enjoy a rich variety of play and learning experiences. They confidently choose resources and engage in imaginative play, creative activities and small-world experiences. During play dough activities, children remain highly absorbed as they explore colours, shapes and tools, returning to ideas and building on them independently. Children sustain concentration for extended periods, demonstrating deep engagement and a motivation to learn. The childminder's thoughtful interactions support communication and language development well. She extends children's thinking through rich language, purposeful questioning and problem-solving, helping them make connections across experiences. Children talk confidently about their experiences, recall familiar stories and use new vocabulary in play. They confidently recall previous learning about healthy eating and road safety and apply this knowledge during everyday conversations, routines and play

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

Children develop independence through well-established routines. They manage personal care tasks, such as wiping their noses and washing their hands, and take responsibility for tidying away resources. Older children confidently access the tissue station, check their own hygiene using mirrors and dispose of tissues independently, demonstrating pride in managing aspects of their own care. Children show secure emotional understanding, recognising when they need comfort, space or support. They show consideration for others and readily help one another during activities and routines.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this setting

Local authority: Surrey Children build successfully on what they already know and can do. Young children develop physical skills as they pull to stand, cruise and take early steps. Older children support younger children sensitively, including helping them to practise walking, demonstrating empathy and cooperation. They develop early literacy and mathematical knowledge, including recognising letters, recalling stories and using mathematical language in play. Children confidently transfer learning across contexts, applying mathematical language, early literacy and problem-solving skills during play, routines and discussions. Children thrive because their uniqueness is valued, their interests shape the curriculum and they experience a secure sense of belonging.

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Next steps

The childminder should continue to build on her already well-developed understanding of special educational needs and/or disabilities by exploring further ways to recognise and respond to emerging needs with confidence.

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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.

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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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