Sweetman, Nicola

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 thrive in this nurturing and engaging setting where the childminder delivers a broad, well-considered curriculum. The childminder's home is welcoming and inclusive. It provides children with rich opportunities to develop independence, curiosity and essential life skills in a safe, well-structured environment. From the moment they arrive, children demonstrate high levels of engagement and confidence. They separate from carers with ease, independently place their shoes in designated baskets and settle quickly into stimulating activities.

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The provision is good

This is a setting where children feel secure, valued and inspired to learn. They benefit from a language-rich, thoughtfully planned curriculum and make strong progress from their individual starting points. Warm and nurturing relationships with the childminder and assistants that she works with strengthen children's emotional security and promote a caring and responsive environment.

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The provision is good

Children's personal development is a strength of the setting. The childminder places a strong emphasis on kindness, empathy and independence. Children are supported to take responsibility for their belongings, prepare their own snacks and manage personal hygiene. Familiar routines, such as placing peg people in the registration house and singing the 'welcome' song, foster a strong sense of identity and belonging.

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need to do better?

n The curriculum is carefully planned and responsive to children's interests and needs. Themes, such as ice-cream week, evolve directly from children's ideas. These are skilfully used to build knowledge. Activities are enriched by real-world experiences. Outings are planned regularly to enhance children's learning and experiences, such as walks to local landmarks and nature spots. This also helps develop children's awareness of the wider world. n Communication and language are a clear focus. Children benefit from a vocabulary-rich environment where narration, questioning and storytelling are embedded into daily practice. New words are introduced naturally, such as 'mint choc chip'. This sparks curiosity and enriches conversations. Songs, stories and role play support speaking and listening. n The childminder and any assistants work closely together to provide purposeful and imaginative play. Activities are thoughtfully planned with clear learning

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need to do better?

intentions. For example, during a role-play ice-cream activity, adults encourage children to count, compare quantities and use descriptive language. n Children behave well and understand behavioural expectations. The childminder uses clear, positive reinforcement. Children respond by showing respect for adults and one another. Disagreements, such as about sharing resources, are

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need to do better?

15 July 2025 generally resolved with the childminder's support. However, these moments are not always used as opportunities to support emotional literacy or self-regulation. For example, when children become upset over a sand timer, redirection is used rather than helping children label and understand their emotions. n Group time provides a daily opportunity for children to practise mathematical skills such as subitising and estimating. The childminder includes questions such as asking what comes after seven. She encourages children to count peers, developing number awareness. n There is a rich mix of adult-initiated and child-led activities. Resources are thoughtfully chosen and well prepared to stimulate curiosity. Children are encouraged to explore foam using a variety of tools, such as brushes and scoops. They investigate textures and colours as they add sprinkles and food colouring. n Children develop a secure sense of self and belonging. They show pride in

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need to do better?

placing their peg people in the house and recognising their names and photos on placemats. They reflect on their past experiences and discuss family members as they explore personal photo albums. n The childminder introduces yoga and encourages movement and calmness. This promotes both physical and emotional well-being. Physical development is supported through outdoor play, such as using crawling tunnels and swings. n Parents speak highly of the setting and feel well informed about their child's development. Ongoing communication includes formal assessments and daily conversations. The use of tools, such as the 'two stars and a wish' system, allows children's voices to shape future planning. Feedback from parents is regularly sought and used to inform improvements, demonstrating strong partnership working. n The childminder is deeply committed to reflective practice and continuous improvement. She regularly audits safeguarding, parent partnerships and

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need to do better?

curriculum delivery. Areas for development, such as extending mathematics in the environment and incorporating Makaton, are clearly identified in the action plan. Assistants receive regular supervision, and their training is supported to maintain high-quality provision.

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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 incorporate more use of emotional language to help children label and

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should:

15 July 2025 understand their feelings, supporting them to build stronger foundations for self- regulation.

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Setting details

Unique reference number EY434292 Local authority Essex Inspection number 10394446 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 7 Date of previous inspection 5 September 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Rochford, Essex. She holds an appropriate childcare qualification at level 3. The childminder works with an assistant who holds qualified teacher status. The childminder operates all year round from 8am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for all eligible children.

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Inspection activities

n The childminder joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector observed the quality of teaching and interactions, both indoors and outside. n Parents shared their views with the inspector during the inspection, and their views were taken into account. n The childminder and the inspector carried out a joint observation. n The inspector viewed a sample of documentation to demonstrate the suitability of the childminder's assistant.

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Inspection activities

15 July 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

15 July 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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