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

The passionate childminder provides a warm, welcoming environment where children have built strong relationships. Children are happy and content, and they show confidence as they explore the home and select activities of their choice. They play cooperatively together with transport toys and use their imagination creating a tea party.

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The provision is good

The childminder has developed a curriculum that supports children to make good progress across all areas of learning. Children learn to be independent, and from a young age they help to complete simple tasks. They show confidence pouring their own drinks and serving themselves snacks, and they wash their hands regularly. Children demonstrate how safe and secure they feel with the childminder. They cuddle her and fall asleep in her arms. Children enjoy a range of books independently and alongside the childminder. She reads with enthusiasm and encourages children to develop their vocabulary using repeated and new words, such as 'squidgy' sand. As a result, children are confident communicators.

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The provision is good

Children have a good understanding of routines and expected behaviour. They enthusiastically put their shoes on with support to go outside and put them away afterwards. Older children show care towards younger children, offering age- appropriate resources for them to play with. Children enjoy being active in the garden, using swings and the see-saw. They visit local parks and a tennis court, which helps foster their physical health and well-being.

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need to do better?

n The childminder supports children's learning with a kind and caring approach. She takes time to get to know each child well when they start so that she can build on their interests. She encourages children's independence, supporting them to put their own sun hats on and tidy away their toys. This helps children develop their confidence and sense of responsibility. n Children's physical development is promoted well. They develop fine motor skills as they pick up sunflower seeds with a pincer grip and tear stickers to decorate their pots before planting them. They collect soil and sand using small shovels and rakes. The childminder sequences children's learning well. For example, children paint and learn about sunflowers before planting them. She reminds children about sunflowers they planted the previous year and reads a story to deepen their understanding. n The childminder models positive behaviour and has clear age-appropriate

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need to do better?

expectations. Children smile as they turn on their 'listening ears' and recite the use of 'kind hands'. The childminder reminds children to use manners, such as saying 'please' and 'thank you'. Children receive consistent praise, which further

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need to do better?

18 June 2025 promotes their self-esteem and good behaviour. n Mathematics is woven into the curriculum. Older children use a tape measure to check children's heights, and they count their shoes as they put them on. However, the childminder does not always extend mathematics skills further to enhance knowledge of quantity, capacity and size. As a result, opportunities to deepen children's knowledge of numbers and maths are not always consistent. n Children are encouraged to persevere and problem-solve during activities. For example, children push a range of balls and objects down a water pipe. The childminder encourages children to pick objects that will roll and move down the pipe, with children delighting when they are successful. The childminder introduces aspects of diversity through celebrations and using resources to reflect different cultures. This teaches children to build respect for different

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need to do better?

perspectives. n The childminder creates an environment that fosters communication and language skills. She skilfully uses rhymes and songs and consistently repeats words so they become embedded. She undertakes regular assessments to track children's progress. This helps her to swiftly identify gaps in learning. n The childminder promotes effective parent partnerships with regular feedback. She shares progress and ideas to extend learning at home. Parents state that their children enjoy attending and consistently report on the warm, welcoming and caring nature of the childminder. They feel that their children have become more sociable and have developed their vocabulary since joining. n The childminder is committed to self-development and has completed a range of professional development courses to keep her knowledge up to date. She has worked extremely hard to strengthen her understanding of special educational

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need to do better?

needs and/or disabilities so that she can support children in the future. She has built strong links with a local childminder network, where ideas and good practice are shared. This will further support outcomes for children.

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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 build on the teaching of early mathematics to consistently develop children's knowledge of a range of mathematical concepts.

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Setting details

Unique reference number EY383019 Local authority Sutton Inspection number 10388200 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 5 Date of previous inspection 2 July 2019

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Information about this early years setting

The childminder registered in 2008. She lives in Sutton, Surrey. The childminder works weekdays, all year round, from 7.30am to 5.30pm. She holds a relevant level 3 qualification. She provides government-funded childcare places for children from the age of nine months.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

18 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

18 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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