Childminder in Sutton

Overall effectiveness Good

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

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The provision is good

Children are happy and settled. They thrive in the childminder's warm, nurturing environment. Children develop strong emotional bonds with the childminder, confidently seeking her out for comfort and support. The childminder takes time to get to know each child and their family during initial home visits. She uses this information to create a personalised and inclusive approach that values children's individual backgrounds. Children's interests are woven into the ambitious curriculum. For example, children who are still developing their speaking skills are supported by looking at interactive books together. As a result, they learn new words and express themselves more easily. She introduces vocabulary related to the topics they explore, such as 'antennae' and 'chrysalis,' helping children make connections.

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The provision is good

The childminder provides a wide range of meaningful experiences both in the home and during outings. These help children develop social skills and confidence. Children make good progress across all areas of learning because activities are well-matched to their interests and stage of development. They display curiosity and independence, making choices throughout their play. The childminder sets high expectations for behaviour and models respectful interactions. As a result, children learn to take turns, tidy up and show kindness towards others.

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need to do better?

n The childminder focuses on developing children's fine motor skills through a variety of practical tasks. Children choose between materials like glue or tape and decide whether to cut shapes or peel and stick stickers. These activities build hand strength and coordination needed for writing and self-care. Occasionally, the childminder intervenes too quickly when children find a task challenging, which limits their opportunities to practise and develop new skills. n The childminder follows the children's lead well, which helps keep them engaged. For example, when children show an interest in building with blocks, the childminder encourages children to create their own designs and talk about what they are making. This approach lets children take the lead in their learning and supports their interest in the activity. n The childminder offers regular opportunities for children to enjoy and explore books. She encourages them to retell familiar stories by using pictures to recall

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need to do better?

key events. Books are chosen to spark new ideas and support children's interest in the world around them. Children relate the stories to their own lives, helping them connect with the books and develop a love for reading. n The childminder supports children's early mathematical abilities well. For example, children count food items in 'The Hungry Caterpillar' story. This helps them understand quantities and sequences. Children also explore size as they

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need to do better?

12 June 2025 build with bricks. As a result, children develop confidence in using mathematical language and begin to apply early mathematical skills during play. n The childminder recognises and praises children's achievements. For example, she celebrates when they complete a puzzle on their own. Children also take pride in their accomplishments, often showing delight and enthusiasm when they succeed in solving problems. This supportive approach fosters a positive attitude towards learning and helps children feel capable and motivated. n Children are encouraged to develop independence by putting on their coats and shoes and doing things for themselves. They take responsibility for tidying away toys and selecting resources with minimal adult support. However, there are occasions when hygiene routines are not consistently implemented. For instance, children are not always reminded to wash their hands before eating.

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need to do better?

n Parents appreciate the nurturing and stimulating environment provided by the childminder. Parents state that the childminder is considerate of children's individual needs. They appreciate how the childminder supports children's emotional understanding, including helping children learn to regulate their emotions and develop caring behaviour. n Children learn about different people and ways of life through everyday play. The childminder is well-resourced and has toys that show different abilities and family types. Visits to local community places and conversations about the people they see help broaden their understanding of the world. This helps children appreciate and respect different backgrounds.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n identify when children need additional time to think, explore and attempt solutions independently before giving guidance n ensure hygiene routines, like handwashing, are reinforced consistently to help children develop good hygiene habits.

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Setting details

Unique reference number 403919 Local authority Sutton Inspection number 10388268 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 4 July 2019

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Information about this early years setting

The childminder registered in 2001. She lives in Cheam, Surrey. The childminder provides childcare 8am until 6pm, Wednesday to Thursday, for most of the year.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views with the inspector through written feedback.

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Inspection activities

12 June 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

12 June 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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