Childminder in SurreyOfsted report card, 16 Sept 2026

Childminder

Unique reference number (URN): EY540819 Registered with Ofsted: 22/11/2016 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 achieve well and make rapid progress across all areas of learning. Children learn important self-help skills, such as putting on their own shoes and using the toilet. The youngest children enjoy helping with tasks, such as setting the table for lunch independently.

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Achievement Strong standard

Children demonstrate excellent communication skills. They express their ideas clearly, share their thinking and ask questions to gain new knowledge. Daily conversations with the childminder help children build strong social and conversational skills, supporting their confidence in speaking and listening.

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Achievement Strong standard

Children have plentiful opportunities to develop their physical skills. They spend time outdoors running, jumping and exploring the natural environment. For example, they collect leaves and use them to create crafts, practising and refining their fine motor control. As a result, children are confident to move with intention and use their physical skills to support them in activities.

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Achievement Strong standard

Children are confident to transition on to their next stage in learning. They develop the emotional resilience needed to manage change and the independence skills required to complete age-appropriate tasks successfully.

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Curriculum and teaching Strong standard

Children benefit from a well planned and sequenced curriculum that enables them to make rapid and sustained progress across all areas of the curriculum. The childminder knows the children exceptionally well and uses this knowledge to build on the skills they already have. Her consistent praise and encouragement supports children to persevere.

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Curriculum and teaching Strong standard

Through carefully structured teaching, children develop strong self-help skills. For example, when learning to put on their own shoes, the childminder breaks the routine into small and manageable steps. Children practise each part until they can confidently complete the task independently, strengthening their resilience and autonomy.

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Curriculum and teaching Strong standard

The childminder uses every moment as a teachable moment. She interacts purposefully with children, modelling language, introducing new vocabulary and slowing her speech to support understanding. Communication and language is woven throughout the curriculum.

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Curriculum and teaching Strong standard

A love for books is consistently promoted. The childminder reads with animation and enthusiasm, resulting in children having high levels of engagement. Books are used as a tool for wider learning. The childminder talks with children about the pictures, introduces counting, names animals and explores emotions.

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Curriculum and teaching Strong standard

The childminder ensures that all children can participate fully in activities. She adapts her approach to meet individual needs, recognising each child's stage of development and helping children to build the skills they will need. The childminder progressively extends children's learning through purposeful, engaging experiences.

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Inclusion Strong standard

Children benefit from a highly inclusive environment where their individual needs are understood and met with precision. The childminder has a secure and detailed understanding of each child's stage of development, enabling her to recognise quickly when children experience barriers to their learning. She ensures that targeted support is put in place without delay. For example, she works closely with parents to promote children's independence skills, helping families to understand age-appropriate activities and tasks that can be practised at home. As a result, children strengthen their independence rapidly and gain confidence in managing everyday routines.

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Inclusion Strong standard

The childminder carries out observations and assessments of children's development. This helps her to identify when children may have special educational needs and/or disabilities. She works closely with other settings that children attend, sharing information effectively so that children receive the right support at the right time. Children who access these targeted interventions achieve well and their needs are successfully met within the settings they attend, through consistent and coordinated support.

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Inclusion Strong standard

Families experiencing difficulties receive sensitive and proactive help. The childminder ensures that children have the emotional security they need and works closely with parents and carers to understand how best to support the child and the wider family. Her nurturing approach helps children feel safe, valued and ready to engage in learning.

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Inclusion Strong standard

Due to sustained and targeted support, children make rapid progress from their starting points and are well prepared for the next stage in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and show positive attitudes to learning. The childminder has high expectations for every child, and these expectations are clearly understood. Children demonstrate consistently good behaviour, responding well to the calm, supportive guidance they receive. The childminder teaches children to express themselves appropriately. For example, after lunch, a child is able to say they are tired and would like a rest, which demonstrates their emotional awareness and self-expression.

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Behaviour, attitudes and establishing routines Expected standard

The childminder offers regular praise and encouragement, helping children to understand what is expected of them and reinforcing positive behaviour. Children are enthusiastic learners who are eager to participate in activities and engage with the experiences provided.

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Behaviour, attitudes and establishing routines Expected standard

Routines are established and support children's sense of security. However, these could be strengthened further to help children to anticipate what will happen next, such as knowing when an activity is coming to an end and when it will be time to tidy up.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents to help them to understand the importance of regular attendance, ensuring that children fully benefit from the opportunities available in the setting. She collaborates effectively with other settings that children attend, promoting consistent expectations across the settings and supporting children to feel secure and confident.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are promoted well, with warm, nurturing relationships at the heart of the childminders practice. The childminder knows the children very well and is attentive to their individual needs, including when they may require a little more attention due to changes in family circumstances. This sensitive awareness helps children feel secure and emotionally supported.

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Children's welfare and wellbeing Expected standard

Healthy lifestyles are encouraged effectively. The childminder home cooks nutritionally balanced meals, promoting healthy eating habits from an early age. During mealtimes, children demonstrate the independence skills they have learned, such as setting the table and feeding themselves. The childminder supervises children closely as they eat, ensuring their safety and offering gentle guidance as needed.

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Children's welfare and wellbeing Expected standard

Arrangements for children who nap during the day are suitable and promote their wellbeing. The childminder ensures that children rest safely, responding to their individual needs and routines. Children's safety is supported through regular risk assessments, which help the childminder to identify and minimise hazards. However, resources could be better organised to further enhance children's ability to choose activities independently.

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Leadership and governance Expected standard

The childminder has a secure understanding of her setting's strengths and areas she wishes to develop. She reflects regularly on her practice and uses this insight to make purposeful improvements. This inspection was undertaken as a result of a risk assessment regarding notifications to Ofsted. The childminder has strengthened her awareness of her statutory responsibilities, including the requirement to notify Ofsted of any changes to her health. Furthermore, she continues to engage in training that supports her professional development. For example, she has recently completed safer-sleep training to deepen her knowledge of how to keep children safe during rest times.

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Leadership and governance Expected standard

The childminder engages well with the wider community, working in effective partnership with other settings that children attend. This ensures that information is shared appropriately and that children experience consistency across the different settings. For example, the childminder finds out about children's stages of development and supports settings to have the information they need to help children to transition smoothly from one setting to another.

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Leadership and governance Expected standard

The childminder has positive and supportive relationships with the parents. The childminder communicates openly and works collaboratively with families, offering advice and guidance that supports children's learning and wellbeing. These partnerships help to ensure that children receive consistent support in the home and in the setting. For example, the childminder shares strategies with parents to support them to consistently manage children's behaviour and help children to understand what is expected of them.

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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 a warm and nurturing environment where they feel happy, safe and well supported. The childminder builds caring, responsive relationships with each child, taking time to understand their personalities, interests and needs. This helps children feel comfortable to express themselves, seek reassurance when needed and confidently explore their surroundings. For example, the childminder is aware of a child's interest in cars and trucks and uses these interests to set up activities that will support the child to engage in learning.

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Inspector:

Amelia Abdullah Children benefit from playing and interacting with children of different ages, which supports their understanding of others and helps them to develop skills such as sharing and working together. For example, the childminder regularly cooks with the children. They share, take turns and the older children help the younger children to join in. Regular visits to a local playgroup with the childminder gives children further opportunities to form friendships, practise their social skills and engage in wider community experiences.

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Inspector:

Children demonstrate that they are very ready to learn. They take part enthusiastically in a wide range of activities that supports their development across all areas of learning. For example, children listen intently to the childminder reading stories and share their ideas about what will happen next. The childminder skilfully builds on what children already know and can do, offering an environment that provides challenge, independence and excitement. Children concentrate for sustained periods, explore new ideas and take pride in their achievements.

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Inspector:

Overall, children thrive in this welcoming setting. They feel secure, valued and motivated, enabling them to build strong foundations for future learning.

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Next steps

The childminder should further enhance children's opportunities to make choices by ensuring that resources are more easily accessible. The childminder should further strengthen routines to ensure that children are able to anticipate what will come next.

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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 inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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About this setting

Operating hours: Tuesday,Wednesday : 07:45 - 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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