Sosnowka, Beata Stanislawa

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

p.1

The provision is outstanding

Children feel very at home and are relaxed and happy in the childminder's kind, nurturing care. They warmly welcome visitors to the home, which indicates that they feel extremely safe and secure in the childminder's care. Children have a strong relationship with the childminder. They look at her for reassurance and happily snuggle in for a cuddle when they need comfort.

p.2

The provision is outstanding

Children are extremely confident to initiate their own play and try out their own ideas. They ask the childminder for their favourite toys, such as the resources to set up a teddy bears' picnic. The childminder provides fun, highly stimulating activities, such as preparing fruit kebabs for snack time. Children relish the opportunity to choose and chop their own fruit. They talk about which foods are healthy. Children join in enthusiastically with superb storytelling sessions. The childminder expertly brings stories to life using props, which help children maintain attention and develop their listening skills. Children develop a love of books and stories.

p.2

The provision is outstanding

Children are extremely well-behaved and demonstrate a good understanding of the childminder's expectations. They remind each other to say 'please' and 'thank you'. Children make good friends. They invite their friends to play with them on the see- saw and giggle with delight as they rock back and forth.

p.2

The provision is outstanding

The childminder is highly ambitious for children's learning. She has a deep understanding of how children learn and expertly tailors her interactions to meet children's individual learning needs. As a result, children make extremely good progress and exceed expectations for their age.

p.2

need to do better?

n The childminder is exceptionally skilled in identifying and supporting children's individual needs. She uses observations and assessments to create individual learning plans to support each child's next steps. This means children build on what they can already do and know. All children make exceptional progress. n The childminder expertly adapts activities to suit the learning needs for each child. The childminder challenges children's thinking to take their learning to the next level. For example, during a small-group game, younger children match colours while older children recognise numbers and count tokens. This not only challenges older children's thinking, it additionally introduces new mathematical language to younger children. n Parents speak highly of the childminder and the care their children receive. They praise the childminder's teaching and say their children 'blossom' in her care. They praise the childminder for always putting children first and teaching

p.2

need to do better?

25 February 2025 children to be kind and considerate of others. n Partnerships with parents are excellent. The childminder shares information with parents about children's development and offers suggestions for how they can support children's learning at home. The childminder liaises with parents to complete the children's progress check between two and three years of age. This means she gains a complete understanding of children's development, particularly the language skills of children with English as an additional language. n Children develop excellent communication and language skills. They engage in meaningful conversations with the childminder and each other. Children build a wide vocabulary. The childminder teaches them the names of vegetables such as 'courgette'. Children confidently join in with songs and rhymes. The childminder uses key words in children's home languages to help them express their needs.

p.2

need to do better?

n The childminder uses her knowledge of the children exceptionally well to plan activities that attract children's interest and curiosity. Children maintain attention extremely well and are engaged in their play. They learn to persevere to complete tasks and delight when they succeed. For example, children comment on how hard the apple is to cut and beam with pride when they manage to cut off a piece. n The childminder actively seeks children's opinions and views on what activities they want to do. Children become confident to share their ideas, such as putting on music to dance. The childminder is highly respectful of children's choices, which provides children with a positive role model for their interactions with each other. Children's personal, social and emotional development is extremely well supported. n Children learn the skills and knowledge that they will need in their future lives. The childminder supports young children to put on their own coats and shoes.

p.3

need to do better?

They learn to use a knife with care and to manage their health needs, such as blowing their own nose. This means children are confident and well prepared for the next stage in their learning. n The childminder seeks feedback on her practice and evaluates her provision continuously. She actively seeks out learning opportunities to build her own knowledge and keep up to date with current guidance.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

Setting details

Unique reference number EY547650 Local authority Merton Inspection number 10372446 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 18 April 2019

p.4

Information about this early years setting

The childminder registered in June 2017. She is based in Morden in the London Borough of Merton. She offers care from 7.30am to 6pm, Monday to Friday, all year round. She holds a relevant childcare qualification.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector spoke to several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

25 February 2025 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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Inspection activities

25 February 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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