Childminder in SurreyOfsted report card, 22 Sept 2026

Childminder

Unique reference number (URN): 2820229 Registered with Ofsted: 11/06/2025 Registers: EYR

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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 Expected standard

Children develop new knowledge and skills from their individual starting points. The childminder knows what children could do when they start and identifies how their skills have developed. For example, children who previously crawled now walk confidently, use an increasing range of words and communicate when they need help. Children develop their communication through frequent conversations, songs and stories. Older children name familiar animals, colours and vehicles and follow instructions during play.

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Achievement Expected standard

Children also develop physical, social and independence skills. Younger children practise balance, coordination and fine-motor control as they move around the environment and manipulate different resources. The childminder identifies where individual children need additional support and provides experiences to help them progress.

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Achievement Expected standard

Children increasingly use their developing communication, physical and social skills during play and everyday routines. They become more confident in expressing their needs, managing age-appropriate tasks and engaging with others. These developing skills prepare children well for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established warm relationships with children and provides clear, age- appropriate expectations for their behaviour. Children are comfortable in her care and confidently explore the environment. They sustain their interest in activities that appeal to them and readily approach the childminder when they need help or reassurance.

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Behaviour, attitudes and establishing routines Expected standard

Children are beginning to learn how their behaviour affects others. When disagreements occur, the childminder responds calmly, comforts children and helps them understand expectations such as being kind, sharing and taking turns. She adapts her response to children's ages and stages of development and uses books and everyday experiences to reinforce positive behaviour. Children are supported to resolve minor conflicts and begin to recognise when another child is upset.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to become familiar with daily routines. They move confidently between play, meals, personal care and rest and are developing increasing independence within these routines. Children know where resources are kept, make choices about their play and respond to familiar instructions. The childminder understands the importance of regular attendance. She follows up unexpected absences promptly and understands that changes or patterns in attendance may indicate a safeguarding concern as well as affecting children's experiences and learning.

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Children's welfare and wellbeing Expected standard

The childminder provides warm and responsive care that helps children feel secure. She knows children's individual routines, preferences and circumstances and uses information from parents to meet their needs. Children seek her reassurance when upset and respond positively to her calm interactions. She notices changes in children's behaviour or wellbeing.

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Children's welfare and wellbeing Expected standard

Care routines promote children's health and safety. The childminder follows hygienic nappy- changing practices and helps children understand privacy. She prepares and serves food safely, including adapting food to reduce choking risks, and supervises children closely while they eat. Sleeping children are placed safely on appropriate sleep equipment and monitored. The childminder works with parents to understand children's eating, sleeping and comfort routines.

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Children's welfare and wellbeing Expected standard

Children benefit from regular physical activity and opportunities to spend time outdoors. They visit parks, woodland, beaches and other community spaces and develop confidence in exploring the natural world. The childminder supports children's growing independence through everyday self-care and physical experiences. She recognises when children need additional help to strengthen their physical development. She helps children manage frustration and disagreements sensitively, providing comfort while gradually helping them understand and express their emotions. This helps children feel safe and develop secure relationships.

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Curriculum and teaching Expected standard

The childminder provides a broad curriculum that reflects all areas of learning and development. She prioritises children's communication, physical and personal, social and emotional development. Children regularly experience stories, songs, outdoor exploration, sensory play and opportunities to develop their physical skills. The childminder adapts experiences according to children's ages, interests and stages of development.

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Curriculum and teaching Expected standard

Teaching is responsive to children's play. The childminder introduces vocabulary, asks questions and models new ideas as children explore. For example, she uses counting, shape, weight and positional language during everyday play. She uses books, songs and puppets to develop children's enjoyment of language and stories. Children have regular opportunities to investigate nature and the wider world.

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Curriculum and teaching Expected standard

The childminder knows what individual children can currently do and identifies appropriate next steps. She uses assessment information and discussions with parents to tailor experiences to children's development. She has appropriately identified how she wants to develop her curriculum further as the children grow, particularly in early literacy and mathematics. However, she is less systematic in considering how children's knowledge and skills are deliberately built on over time.

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Inclusion Expected standard

The childminder establishes an inclusive environment in which she gets to know children's individual circumstances, experiences and development. She gathers detailed information from parents when children start, including their communication, routines, interests, developmental milestones and any medical, cultural or additional needs. She uses this information alongside her ongoing knowledge of children to identify where they may require additional help. The childminder monitors children's development and identifies appropriate next steps. For example, she recognises when children need additional opportunities to develop their physical skills and independence and adapts her support accordingly. She understands the purpose of the progress check at age two and how this can help identify emerging needs.

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Inclusion Expected standard

There are currently no children with special educational needs and/or disabilities, receiving additional funding or known to children's social care. Nevertheless, the childminder understands the graduated approach and knows how to seek advice from the local authority and other professionals. She considers how reasonable adjustments could reduce barriers. She also considers children's wider family circumstances, for example, recognising how developing signing could help a child communicate with a family member. Resources and books provide opportunities for children to encounter people and families beyond their experiences.

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Leadership and governance Expected standard

The childminder has an accurate understanding of many strengths of her provision and identifies relevant priorities for development. She recognises warm relationships, outdoor learning and her knowledge of individual children as strengths. She has also identified that she wants to develop early literacy and mathematics further as the children grow.

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Leadership and governance Expected standard

Professional development influences her practice. Training relating to outdoor learning has increased her focus on using the outdoor environment, and she identifies that children are calmer and sustain their engagement when they have varied opportunities to explore outdoors. She accesses further professional learning, including safeguarding and the graduated approach, to maintain and develop her knowledge.

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Leadership and governance Expected standard

The childminder establishes positive partnerships with parents. She gathers detailed information when children start, communicates regularly about their experiences and shares developmental information and next steps. She understands the importance of working with other settings and professionals when this becomes relevant.

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Leadership and governance Expected standard

The childminder reflects on her provision and discusses practice with other childminders. Her evaluation identifies relevant areas for development. However, she does not yet use self-evaluation consistently to identify precisely how improvements to the curriculum can strengthen children's learning over time.

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

Children are happy, settled and confident in the childminder's care. They develop warm and trusting relationships with her and readily seek her support when they need reassurance or help. Children confidently make choices about their play and move between indoor and outdoor experiences. They know where familiar resources are kept and communicate when they need assistance. Children particularly enjoy opportunities to explore the natural world. Regular visits to woods, parks, beaches and other places in the local community broaden their experiences and give them opportunities to explore and learn beyond the childminder's home.

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

Children develop useful knowledge and skills through their everyday experiences. They listen attentively to stories, join in with familiar songs and rhymes and increasingly communicate their ideas and needs. Children recognise familiar songs from puppets and books and take pride in naming animals and objects. They encounter mathematical ideas naturally during their play, including counting, shape, position and weight. Younger children develop their coordination and physical confidence as they toddle around the environment and explore sensory and manipulative resources.

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

Children are becoming increasingly independent. They make choices, practise physical and self-care skills and learn to manage familiar routines appropriate to their age and development. The childminder recognises when individual children need additional opportunities to strengthen these skills and encourages them to try things for themselves.

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

Children are also learning how to get along with others. When disagreements arise, the childminder responds calmly, comforts children and helps them begin to understand how their actions affect others. Her warm and responsive interactions help children feel safe, valued and secure while developing the confidence, communication and social skills they need for their future learning.

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Next steps

The childminder should strengthen curriculum sequencing by considering more systematically how children's knowledge and skills build on what they already know and can do over time.

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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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About this setting

Operating hours: Monday,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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