Childminder in SurreyOfsted report card, 22 Sept 2026

Childminder

Unique reference number (URN): 2857375 Registered with Ofsted: 30/10/2025 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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Achievement Expected standard

Children generally make good progress from their individual starting points, developing the knowledge, skills and confidence they need for the next stage of their learning. They become increasingly independent as they manage familiar routines, such as putting on their own shoes, using cutlery at mealtimes and washing their hands.

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Achievement Expected standard

Children develop their communication and language skills through meaningful and responsive conversations with the childminder. Everyday experiences and play provide natural opportunities to introduce counting, singing and problem solving. For example, the children and childminder sing a tidy-up song when its time to tidy away, making the move between activities fun and engaging while encouraging the children to take responsibility. These learning opportunities help children to develop their understanding, confidence and independence in an impactful way.

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Achievement Expected standard

Children build on their physical skills as they learn to negotiate spaces of different sizes, using their bodies to explore and move in a variety of ways. For example, children develop their spatial awareness and coordination as they try and fit themselves into a small teepee tent, adjusting their body position to navigate the space. This encourages them to develop their large muscle control, balance and body control as they work out how to move in confined spaces.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has developed effective and inclusive routines that are generally understood by children. For example, on arrival, younger children find their photograph, while older children find their photograph and name and place them in the hanging heart. This supports children's sense of belonging and helps them to develop confidence, independence, understanding of familiar routines and to be prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model for children. She forms warm, nurturing and caring relationships with them, and her interactions are kind, sensitive and respectful. She models good manners and encourages children to use polite language, saying, 'please' and 'thank you'. She supports children to understand the importance of sharing, taking turns and reminds them to use 'kind hands'. This helps children to develop early social skills, self- regulation, positive relationships with others and an understanding of respectful behaviour.

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Behaviour, attitudes and establishing routines Expected standard

The childminder takes the children to places within the local community, such as parks and playgroups. This provides children with opportunities to develop their social skills, relationships and a sense of belonging within the community. The childminder stays in regular contact with parents throughout the day, sharing photographs and information about their child's care and experiences using an online system. She understands the importance of regular attendance and shares her attendance policy with parents. This supports a joined- up approach to children's learning, development and wellbeing.

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Children's welfare and wellbeing Expected standard

Children form strong, secure and positive attachments with the childminder, which supports their emotional security and growing confidence. They generally arrive happy and excited to see the childminder and settle quickly into their surroundings. Parents also recognise and value the warm, trusting relationships their children have developed with the childminder.

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop an understanding of their feelings, emotions and individual identities. For example, using the children's ideas and contributions, she has created an emotion resource book that enables them to explore and talk about a range of feelings and emotions. Children use photos and talk about personal interests to recognise similarities and differences between themselves and others, supporting them to develop self-awareness, confidence and a positive identity.

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Children's welfare and wellbeing Expected standard

The childminder has a good understanding of safer-sleeping practices and healthy eating. Children's individual dietary requirements are carefully considered and supported. The childminder works closely with parents to ensure that children's dietary needs, preferences and routines are understood and consistently followed, helping to promote their health, wellbeing and safety. Children learn about good oral hygiene through role-play opportunities and discussions at mealtimes. Older children can independently feed themselves, while younger children are developing these skills with support of the childminder. This supports children's independence, self-care skills, confidence and understanding of healthy lifestyle choices.

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Children's welfare and wellbeing Expected standard

Children have daily opportunities to develop and practice their physical skills, both indoors and outdoors. For example, indoors, children use a soft-play resource to develop their movement, balance and climbing skills. Outdoors, children have access to a large, grassed area where they can practice running and jumping. These opportunities support children to build their physical confidence, coordination and overall physical development.

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Curriculum and teaching Expected standard

The childminder provides a curriculum that typically helps children to learn and develop new skills. She plans activities well and has a good understanding of children's individual needs. She adapts activities appropriately to reflect children's different ages and stages of development. However, the childminder needs to consider how all children can be fully included in age-appropriate activities and provided with opportunities to extend their learning, thinking and development.

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Curriculum and teaching Expected standard

Personal, social and emotional development is central to the childminder's curriculum. Children develop strong bonds with the childminder, helping them feel safe, valued and confident. They confidently explore the learning environment and engage positively with opportunities and activities.

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Curriculum and teaching Expected standard

The childminder prioritises daily outdoor play, enabling children to explore the environment and make progress in their physical development. The children enjoy running, balancing and practising their yoga skills. The childminder provides purposeful opportunities for children to develop their early mathematical skills through counting and comparing. For example, during outdoor play, children explore the leaves with the childminder. With her support, they count leaves one to four and compare sizes. The childminder introduces new mathematical words such as, 'big' and 'little', supporting children to develop their understanding of quantity, size and comparison.

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Curriculum and teaching Expected standard

The childminder typically supports children's communication and language development. She interacts with children during play, repeating and extending their words and introducing new vocabulary in meaningful context. Children develop a genuine enjoyment of books and are excited to engage with the weekly focus book and rhyme. They confidently recall and use new vocabulary from stories in play. For example, they use the words 'squash' and 'squeeze' from the weekly focus book when crunching leaves in their hands.

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Inclusion Expected standard

The childminder provides an inclusive environment where all children feel valued, safe and supported. She has high expectations for all children, including those who may face barriers to learning. She gets to know each child and their family through established settling-in routines, which provides valuable opportunities to discuss the child's individual needs, starting points and interests. Children's progress is monitored through regular observations and assessments and identifies next steps, which are shared with parents to keep them informed about their child's learning and development. If the childminder has concerns about a child, she discusses them with parents in a sensitive and supportive manner.

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Inclusion Expected standard

The childminder adapts routines, expectations and activities sensitively to help children feel emotionally secure, valued and confident within the setting. For example, she recognises when children become upset or overwhelmed and responds to their changing needs. She creates a calm and nurturing learning environment using soft music, stories and a calming tone of voice. These approaches help children to feel emotionally secure, settled and supported.

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Inclusion Expected standard

Although there are no children attending with special educational needs and/or disabilities or in receipt of funding, the childminder demonstrates a secure understanding of the benefits of funding and steps she would take, should concerns arise. This includes seeking advice from relevant professionals and working closely with parents and carers to ensure that children receive appropriate support.

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Leadership and governance Expected standard

Parents and carers are highly positive about the childminder. They are grateful for the care, learning and opportunities she provides. She works closely with parents to establish routines that benefit everyone. This supports children's emotional wellbeing, consistency between home and the setting, and helps them to feel secure and settled.

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Leadership and governance Expected standard

The childminder uses an online system to share daily information and children's learning and development, including their individual next steps. This enables parents to understand their children's progress and provides them with the opportunities to support and extend their learning at home. However, the childminder could strengthen collaborative working with other settings the children attend. This would help to promote a more joined-up approach to children's learning and development, ensuring that information is shared effectively and that children receive consistent support to help them achieve their full potential.

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Leadership and governance Expected standard

The childminder completes mandatory training, such as first aid and safeguarding. She is committed to professional development and accesses online training in areas of interest, such as school readiness. This has helped her to support children who are preparing to start school by developing their independence skills, confidence and key skills, helping them make a positive move on to their next stage of learning.

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Leadership and governance Expected standard

The childminder has a clear vision for the future development of her setting and identifies areas where she would like to further enhance her knowledge and skills through training. This enables her to continually improve her practice and enhance the quality of care and learning experiences she provides for children.

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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 in this setting experience a warm, homely and caring environment where they feel comfortable, safe and secure. The atmosphere is calm, structured and inviting, allowing children to settle at their own pace. Children who struggle to separate receive support through warm and responsive interactions. Children are familiar with the daily routines and confidently begin them without prompting. For example, when they arrive, children independently unpack their bags, remove their shoes and put them away without needing to be reminded. Children benefit from a gradual settling-in process when they first start the setting. For example, parents and children are offered stay-and-play sessions to help them become familiar with the childminder, environment and daily routines. This helps them to build confidence and develop secure relationships with the childminder before they begin attending independently.

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

Children benefit from a curriculum that prioritises communication and language, mathematics and physical and social development. Their communication, language and emotional skills are well supported. For example, the childminder uses Makaton to support children's communication skills. Children benefit from the range of books available to them. They can freely access books throughout the playroom and enjoy choosing their favourite stories to share with the childminder and their peers. Children show enthusiasm and engagement as they listen to their favourite stories. They enjoy extending their learning through imaginative play, dressing up and making the noises of the characters in the book they have shared. Children enjoy outdoor play and visits to the local park and playgroup. This supports opportunities to extend and develop their physical and mathematical skills in the setting and the local area where they can be active, socialise with other children and

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

develop their physical abilities. They learn about the world around them and develop their early mathematical skills through counting leaves and comparing sizes in outdoor play.

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

Children behave well and listen effectively to instructions from the childminder. For example, they respond positively when asked to wash their hands or put on their shoes. Older

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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About this setting

Local authority: Surrey children are keen to help others and demonstrate a kind and caring attitude towards younger children. For example, they recognise when younger children need support to tidy up and offer their help without prompting. Children demonstrate good manners and use polite language, such as saying, 'please' and 'thank you' appropriately.

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Next steps

The childminder should strengthen the way in which information about children's learning and development is shared with other settings, to make those partnerships stronger. The childminder should further enhance activities to ensure all children are fully included and supported to develop their independence skills.

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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 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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