Brennan, Jane

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

p.1

The provision is good

Children are warmly welcomed and have close bonds with the childminder. The childminder sets up resources based on children's interests. This means children are quickly engaged in play and settle easily. The childminder knows each individual child and is quick to respond to their needs. This means children feel secure. Children are given time to play independently and stay focused for extended periods of time. Children listen to stories and are talked to throughout the day. This helps promote early communication skills. Children have time to interact with older children at an after-school club. This supports children to develop social skills and get ready for school.

p.2

The provision is good

Children follow the daily routine and understand behavioural expectations. The childminder models good manners, and children are taught how to tidy up. The childminder gives praise to promote confidence when learning new skills. Children enjoy playing games with the childminder. This promotes turn-taking skills. Children spend time outdoors. They enjoy exploring the natural world around them, such as smelling flowers and watering plants. Children go on outings and learn about road safety. This helps them to learn how to look after themselves. Children are making good progress in all areas of their development.

p.2

need to do better?

n The childminder has a well-sequenced curriculum that meets the needs of all children. There is a focus on using nature and books to teach new skills. Learning follows seasonal changes, and children are encouraged to connect with the natural world. This helps to promote a sense of curiosity. For example, children check for insects in the 'bug hotel' they have made in the garden. The childminder plans activities to give a wide range of experiences and opportunities for learning, and children are well prepared for their next stage of education. n The childminder has good knowledge of each child's stage of development and how to support their individual progress. She collects information when a child starts and then makes weekly observations. These are shared with parents. The childminder makes suggestions for home learning, which the parents find helpful. This supports children to make good progress. n Children show an interest in stories. The childminder uses books to introduce

p.2

need to do better?

new words, mathematical language and concepts such as day and night. Learning is extended to develop other skills. For example, after reading 'The Very Hungry Caterpillar' story, a child spends time creating a butterfly. Overall, this supports children's language skills and helps to develop a love for books. n Children demonstrate independence skills such as finding their shoes, using cutlery and toileting. However, at times, the childminder is quick to help children

p.2

need to do better?

25 June 2025 to tidy up or will tell them what they need to do next. Children would benefit from more opportunities in the daily routine to be independent. n The childminder recognises the importance of developing social skills. She provides opportunities for children to meet peers by attending local classes and clubs. This helps children to learn to play with others, share toys and to resolve conflict independently. n Mealtimes are a social time where the childminder chats with the children. Children eat fresh fruit at snack time. They know where to find their water bottles. Children spend time outdoors, where they have opportunities to run, jump and climb. This helps to promote a healthy lifestyle. There is a quiet space to rest or sleep, which supports children's well-being. n The childminder demonstrates an understanding of how to support children with special educational needs and/or disabilities (SEND). The childminder adapts

p.2

need to do better?

how she approaches teaching based on her knowledge of the child. She is ambitious for all children, and this helps to support an inclusive environment. n The childminder attends training run by the local authority. This includes safeguarding training, which helps to keep children safe. The childminder recognises how training provides new knowledge that supports her teaching skills. For example, recent outdoor training gave her fun ideas for using fir cones, which the childminder has shared with the children.

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

should:

n review and extend opportunities for developing children's independence skills.

p.3

Setting details

Unique reference number 124204 Local authority Sutton Inspection number 10388209 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 3 Number of children on roll 4 Date of previous inspection 2 July 2019

p.4

Information about this early years setting

The childminder registered in 1993. She lives in Wallington in the London Borough of Sutton. The childminder provides care for children from Wednesday to Friday, from 7.15am to 6pm, all year round. The childminder holds a level 3 qualification in childcare.

p.4

Inspection activities

n The childminder showed the inspector areas of the home used for childminding 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 this is having on the children's learning. n The inspector observed interactions between the childminder and the children. n The inspector carried out a joint observation of an activity with the childminder. n Parents and carers shared their views of the setting with the inspector. n The childminder shared relevant documentation with the inspector. n The inspector had discussions with the childminder about her understanding of how to safeguard children.

p.4

Inspection activities

25 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.

p.4

Inspection activities

25 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6