Childminder in SurreyOfsted report card, 15 Sept 2026

Childminder

Unique reference number (URN): 2822051 Registered with Ofsted: 12/02/2025 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 models expected behaviour to young children and gently guides them. She provides consistent praise alongside reassurance to children to help them achieve their learning goals. The childminder demonstrates that she has an in-depth knowledge of children's characters, likes and dislikes. She is effective at meeting their needs and encouraging them to have positive attitudes to trying and taking part in activities. Children learn to share and receive help to manage minor conflicts. When children want the same toy or take a resource that another child has, the childminder encourages them to recognise how this makes their friend feel. For example, she helps children to recognise their friends' feelings and supports them to make amends, such as by returning a resource they have taken.

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Behaviour, attitudes and establishing routines Strong standard

The childminder uses her engagement and interactions with children to help them thrive in their personal, social and emotional development. Children, even those more reserved, demonstrate secure levels of self-confidence in the childminder's care, which enables them to feel safe and secure when interacting with other children or adults. Children settle quickly and demonstrate kind and sharing attitudes.

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Behaviour, attitudes and establishing routines Strong standard

The childminder follows children's individual routines and gives clear instructions about what will happen throughout the day. She ensures that the routine, experiences and learning activities are relevant to the needs of the children present, and she adapts her initial planning if this does not meet these needs. Children demonstrate growing resilience and show a willingness to try activities for themselves. Their independence is being effectively fostered. Children build well-established bonds with the childminder and other children, which helps them to feel safe and secure.

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Children's welfare and wellbeing Strong standard

The childminder creates a safe and welcoming environment where children enjoy attending. She builds strong bonds with the children and their families, and parents feel confident to share information openly. This in turn enables the childminder to respond swiftly to any changes in children's needs. For example, she provides additional support to children when a new sibling arrives or a child is teething.

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Children's welfare and wellbeing Strong standard

Children settle quickly and the childminder seamlessly interacts with them. She encourages their participation in play and talks with them about what they are doing. The childminder is highly effective at using experiences away from her home to continue to build on children's physical skills, social skills and confidence. She encourages children to test out their developing physical skills and awareness of how to negotiate risk safely, as they negotiate different steps and stairs at groups or on equipment.

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Children's welfare and wellbeing Strong standard

The childminder has a thorough understanding of each child's developmental and emotional needs. For example, she chooses which group to attend, or experience to provide, based on whether a child is shy, needs physical challenge or more socialisation. The childminder is aware of which outings and activities children flourish at and those that they are less

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Expected standard

comfortable in. This helps to maximise the impact these experiences have on children's learning.

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Expected standard

The childminder encourages healthy lifestyles and has a thorough understanding of children's dietary requirements. She understands the impact that allergies and dietary requirements may have on someone's wellbeing and maintains careful supervision during mealtimes. She is consistent in implementing robust procedures for intimate care and safe sleeping.

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Leadership and governance Strong standard

The childminder demonstrates a dedication to providing children with a safe environment to thrive and achieve the best possible outcomes. She demonstrates an established commitment to integrate children and their families' views to continually achieve this. The childminder encourages the regular attendance of children. Feedback from parents demonstrates that their children love to attend and enjoy their time at the setting. The childminder works closely with families to ensure that she is fully aware of any barriers to learning and/or wellbeing so that she can effectively support these. She is aware of other agencies that she can seek additional support from if she has welfare concerns or needs to seek additional support for children.

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Leadership and governance Strong standard

The childminder is very reflective about her practice, her own knowledge and the provision she provides. She identifies a strength in how she interacts and engages children in their learning, with her previous performance skills assisting this. The childminder identifies how completing research around promoting children's confidence and socialisation has been beneficial for children who are less confident to engage with other children. The childminder identifies where she can target professional development to increase her knowledge. For example, she shares how her reflections on her practice have made her aware that developing older children's literacy skills fully and increasing her awareness of special educational needs and/or disabilities is something she would like to further develop. She feels that increasing her knowledge around these areas will enhance her practice further and support children to make the best possible progress in their learning.

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Achievement Expected standard

Overall, all children, including those who face barriers to their learning, make steady progress from their starting points. Children's communication and their personal, emotional and social skills and physical development are a strength. Children show how confident they are with the childminder and enter into their own babbling conversation with her as they play. They hear a wide range of vocabulary to develop their language skills. Children develop their understanding of concepts, such as colour, size and number and demonstrate curiosity as they explore.

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Achievement Expected standard

The childminder supports children's developing independence skills well, with children feeding themselves, handwashing and making independent choices about their play. Children learn what is expected and are considerate to each other, and include other children and the childminder in their play. This helps them build on their social interactions with others. Children gain the skills they need for their next stage of learning and the eventual move on to school.

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Curriculum and teaching Expected standard

The childminder provides a broad range of experiences and activities to encourage children to make progress in their learning from their starting points. She identifies meaningful next steps in learning for each child. The childminder ensures that she incorporates these into the everyday activities and experiences that she provides. She is effective at supporting children's communication and boosting their emerging vocabulary. The childminder develops children's understanding that conversations have a rhythm. She builds on their language development, providing simple words and allowing space for them to respond. For example, the childminder introduces simple words, such as 'baby', 'bottle' and 'potty', to encourage children to repeat these when young children take their toy doll for a walk in a pushchair and then give them a bottle.

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Curriculum and teaching Expected standard

The childminder prioritises children's personal and social skills, encouraging them to share and take turns. She provides varied opportunities for children to build on their emerging physical development, strengthen their muscles and build on their coordination skills. For instance, while attending activity groups, children negotiate new climbing resources and participate in art and craft activities.

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Curriculum and teaching Expected standard

The childminder consistently praises and reassures children to build their confidence. She introduces colours, shapes and numbers, while playing with balls, to develop their awareness of mathematical concepts. Children enjoy stories and looking at books. The childminder uses these to support children's understanding of life experiences, such as toilet training, going to the dentist or learning about other cultures. She recognises that her knowledge around some elements of the curriculum could be further improved in readiness for when the attending children get older. Overall, the childminder provides an effective curriculum that supports children in developing the skills needed for their next stages of learning and their eventual move on to school.

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Inclusion Expected standard

The childminder demonstrates a positive approach to inclusion and is aware of the importance of liaising with other professionals to provide a consistent approach to meeting children's needs. She respects the barriers to learning that children may have, and she identifies how gaining a greater understanding of how best to support different additional needs will further support her practice. The childminder develops effective partnerships with parents right from the start. Parents state that they felt confident to use the childminder after observing her positive and attentive interactions with children in the community.

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Inclusion Expected standard

The childminder gathers detailed information from the start to identify all aspects of children's needs. She uses the information that parents share, and her own observations, to identify children's starting points and gaps in learning. The childminder targets children's next steps in learning to help them gain the skills and confidence needed to support their individual needs. She plans experiences that she knows support children's additional needs, encourage their participation and help close any gaps in their learning. The childminder's sensitive interactions and integration of children's individual needs into activities enables her to effectively build on their confidence to participate. This helps children gain a positive attitude to their learning. For instance, she adapts outings and activities to support children who are less confident to join in, or to support those who need more physical challenge.

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Inclusion Expected standard

Overall, the childminder adapts her practice to meet children's needs well.

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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 enjoy their time with, and they are very well cared for by, the nurturing childminder. Children demonstrate how secure and safe they feel within the childminder's calm home environment. They happily explore the resources and their surroundings and are confident around new people. Children willingly seek reassurance when needed but are also happy to play independently with the varied resources accessible to them. They engage the childminder in their learning and incorporate her within their play. For example, younger children independently select books to look at and show them to the childminder who talks about the pictures and what they see. They also help to clear up bricks and dolls in readiness for lunch.

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

Children thrive in the childminder's care and make steady progress in their learning. They develop age-appropriate skills in readiness for the next stage of their learning. The well- established routine, which the childminder talks about with them to ensure they know what is expected and when, promotes positive behaviour and inclusion. Children have regular opportunities to meet other children, such as at activity groups, and participate in physical activities. Younger children develop hand–eye coordination as they manoeuvre small figures into play houses and shapes into shape sorters. They enjoy many outings with the childminder to activity sessions, parks and walks in the local community, and this builds on their skills and understanding of the local community. Each child is seen as a unique individual, and the activities that children participate in are targeted to meet their individual needs. She works closely with parents, sharing information regularly to support all children

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

to make progress from their starting points. The childminder actively promotes children's regular attendance so they can benefit from the variety of experiences she offers.

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Next steps

The childminder should build on her professional development to deepen her knowledge of the curriculum as children develop and of how to support a wider range of additional needs.

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About this inspection

The inspector spoke with the childminder and children during the inspection, and read all feedback supplied by parents.

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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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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 18:00

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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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