Childminder in SurreyOfsted report card, 26 Aug 2026

Childminder

Unique reference number (URN): 2815109 Registered with Ofsted: 10/01/2025 Registers: EYR, CCR

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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 make rapid progress from their starting points in all areas of learning and development and are independent and curious learners. They gain the knowledge and skills needed for their next stages of learning because activities reflect their interests and stages of development. Children develop the necessary physical skills to dress themselves and they demonstrate perseverance as they put on their socks and shoes.

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Achievement Strong standard

Children are confident communicators. They ask questions and are keen to find out more, and children thrive as they explore nature. They demonstrate their curiosity as they explore colours and textures in the garden. This reflects how well children develop an increasing awareness of the world around them.

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Achievement Strong standard

Mathematics is deeply embedded into the routine. Children confidently count objects and recognise shapes and patterns in the environment. They show secure recall when talking about past experiences, such as when they grew tomatoes and ate them for lunch.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour. Children understand what is expected of them at each part of the day. They consistently follow a well-established routine, anticipating what comes next. Children develop warm, trusting relationships with both their peers and the childminder, who establishes clear, age-appropriate expectations and boundaries. During play experiences and routines, children are encouraged to share resources, take turns and play alongside one another positively. The childminder has a secure understanding of each child's individual needs and provides sensitive and consistent support to help them feel safe, secure and valued. As a result, children behave exceptionally well and confidently follow the setting's routines and expectations.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created an extremely nurturing environment where children feel valued and loved. She consistently models respectful interactions with children. For example, she regularly praises children's attempts at doing things for themselves, so that all children gain a sense of pride in their achievements. Children show full engagement and attention during their activities, demonstrating a highly positive attitude to learning. Attendance is excellent and children are eager to arrive and engage in a day filled with learning.

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Children's welfare and wellbeing Strong standard

The childminder ensures that children are safe in her care. For example, when picking apples from the tree, she supports children to recognise potential risks and how to keep themselves safe. The childminder values children's views, supports them to make choices and promotes independence through familiar routines. She ensures that mealtimes are relaxed social occasions. Children develop good manners and healthy habits while enjoying conversations about what they are eating, where it has come from and what it tastes like. Hygiene routines are well established, and children confidently manage aspects of their own

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Expected standard

self-care appropriate to their age. For example, they use a tap and soap in the garden to wash their hands before eating and they return their plates to the kitchen once finished.

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Expected standard

The childminder consistently promotes good manners, helping children develop positive social skills. Through her warm interactions, frequent praise and encouragement, and timely comfort and reassurance, children feel valued and emotionally secure. As a result, they develop resilience, confidence and enthusiasm for learning, and approach new experiences with a positive attitude. Parents comment highly on the childminder's consistent guidance and recognise how this supports their families.

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Curriculum and teaching Strong standard

The childminder is highly skilled at teaching and adapting in the moment to respond to children's emergent thinking and supporting any misunderstanding. She uses interactions with children to build on what they know, and this supports them to make excellent progress. Areas of learning are woven successfully into activities. For instance, the children make a boat using stepping stones and wood and the childminder introduces them to 'left' and 'right' as they talk about what stop they will make next. The childminder is extremely skilful at embedding mathematics. As a result, the children are confident in mathematical language and enjoy mathematics from the earliest age.

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Curriculum and teaching Strong standard

Children engage in a wealth of activities that help to ensure they develop an array of physical skills. They use tweezers during sensory play and make wands with ribbons and sticks, which helps to develop strength in their hands. They benefit greatly from regular opportunities for active play in the childminders garden. Children develop their coordination, balance and confidence as they enjoy climbing equipment and create an obstacle course. The childminder also prioritises children's personal, social and emotional development, helping them to build confidence and form positive relationships. She consistently encourages children to explore their emotions during their play. Children are very well prepared for their next stage in learning.

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Inclusion Expected standard

The childminder demonstrates an effective understanding of how to support all children in her setting. She monitors children's development and progress well to identify any emerging needs and puts appropriate support in place. The childminder is aware of other professionals she could contact if she had any concerns about a child's development. For instance, she knows that if she had any concerns about children's speech, she could contact speech and language therapists to support them further with their communication and language skills.

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Inclusion Expected standard

The childminder knows about the types of funding that are available to support children with differing needs and abilities, such as early years pupil premium. Although she has not yet had children eligible for this, she understands how it could be used to enhance children's learning and development. For example, by providing additional resources or targeted support, this would build on their knowledge, skills and life experiences. This shows readiness to respond effectively to the needs of disadvantaged children. Although the childminder is confident of her current knowledge and quality practice, she has identified that she would like to develop her knowledge of working with children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder demonstrates a genuine passion for the care and education she provides to children and their families. She is committed to delivering an ambitious curriculum that reflects children's individual needs and supports their ongoing learning and development. The childminder regularly reflects on her practice and identifies areas to further strengthen her provision. She ensures that she keeps her mandatory training, such as first aid and safeguarding, current and she stays up to date with her professional development by attending regular childminding webinars to strengthen her knowledge and ensure she continues to meet the needs of the children in her care.

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Leadership and governance Expected standard

The childminder has developed effective partnerships with parents, which support continuity in children's care, learning and development. She regularly gathers feedback from parents to evaluate the setting and drive continuous improvement. Parents value the communication they receive, and the ideas shared to promote children's independence and wellbeing at home. They praise the childminder for providing excellent activities and experiences for their children and feel that their children thrive with her care.

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Leadership and governance Expected standard

Children learn about their local community during their time at the childminder's. She provides enriching experiences where children visit the local canal, go on trips to the farm and attend weekly swimming sessions. This helps to develop their social confidence.

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

Children are immersed in nature at this welcoming home-from-home setting. Children play and explore with delight in the garden. Together, they collect the apples from the trees to put in their wagons and count how many they have. Children have enriching experiences that deepen their understanding of growth and change. They grow different fruits and vegetables in the large vegetable patch in the garden and talk together about the food they grow. Children enthusiastically explore the natural world and enjoy visits to the local area and canal. Children gain exciting new knowledge and actively engage in their learning.

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

Children in this setting are thriving and happy. They benefit from a nurturing environment where their emotional security is prioritised. Children build strong bonds with the childminder, and this enables them to become independent learners and confidently navigate the setting. The variety of exciting, open-ended activities on offer supports the children to make choices that develop their interests and inspire their imagination. Children engage harmoniously with one another and form genuine friendships through highly developed social skills. They seek one another out to play. The childminder differentiates skilfully through her interactions to support each child's next steps. She consistently promotes communication and language through meaningful conversations and play. The childminder skilfully extends children's thinking by introducing mathematical language and using practical resources to deepen their understanding.

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

The childminder works closely with parents to share experiences for children both at home and in the setting. She seeks their views on how to improve her setting. This joined-up approach means that children access learning that is tailored to meet their individual needs.

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Next steps

The childminder should continue to develop her expertise in supporting children with special educational needs and/or disabilities to strengthen the breadth of their knowledge in this area.

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About this inspection

The inspector spoke with the childminder, parents 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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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Our grades explained

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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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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