Childminder EY334172

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 thoroughly enjoy their time at this calm and nurturing childminding setting. The childminder develops lovely bonds with the children. This helps children feel safe and secure in her care. The childminder uses her daily routines to help children know what is happening next, but also respects the children's choices. For example, when the childminder announces it is time for a snack, she gives children time to finish their play outside. As such, they readily enter the kitchen to wash their hands.

p.2

The provision is good

The childminder places communication and language at the heart of her curriculum. She follows children's interests and ideas as they play. For instance, children happily choose from a wealth of books and enjoy sitting close to her when she reads stories. Furthermore, children practise using descriptive language as they complete large puzzles. The childminder helps children to develop their physical skills. For example, children have races with the childminder as they balance beanbags on their heads. This helps them develop their core muscles.

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The provision is good

The childminder has high expectations for children's behaviour. She uses positive praise and familiar routines across the setting to help children understand what is expected of them. This helps children behave very well.

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need to do better?

n The childminder makes observations and assessments of children's learning, which enables her to plan a curriculum that mostly builds on what children already know and can do. Fur instance, children persevere as they peel the backs of stickers to add to their pictures. This supports children to develop the small muscles in their hands for later writing. However, occasionally, the childminder introduces children to too many resources at the same time. This means the childminder is not able to fully engage children to help them benefit from the intended learning, as children become distracted. n Children benefit from lots of outings, where they learn about the community in which they live. The childminder plans opportunities for children to regularly mix with larger groups of children. For example, children interact with other children of varying ages and backgrounds as they attend toddler groups with the

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need to do better?

childminder. This helps children to develop their social skills. n The childminder teaches children the importance of hygiene by demonstrating the importance of washing their hands before eating. Furthermore, she reinforces messages to children about living a healthy lifestyle, such as remaining hydrated in the hotter weather. This helps children learn healthy habits for the future. n The childminder is a good role model for the children. For example, she

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need to do better?

4 August 2025 sensitively encourages children to take turns as they play throwing games, to teach them how to play cooperatively and share resources. Children develop positive behaviours. n Overall, the childminder supports children's understanding of safety. For instance, she completes risk assessments on the places she visits and teaches children about road safety on their regular walks. However, the childminder has not considered how she can begin to help children learn about online safety in an age-appropriate way within her curriculum. n The childminder builds strong partnerships with parents. She frequently shares information about what children are learning and how parents can support this at home. This provides continuty for children's learning and development. n The childminder is skilful at supporting children's behaviour and emotional development. For example, as children draw pictures of faces, she talks about

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need to do better?

the different features, such as smiling. The childminder uses this opportunity to talk about different feelings, such as happiness. This helps children understand different emotions and supports them to behave well. n The childminder is committed to her professional development. She keeps her knowledge of child development up to date through training and her local networks. For example, she sought training to further understand how to support children with special educational needs and/or disabilities. This helps her to plan her environment to be inclusive of children's individual needs. n The childminder skilfully introduces new vocabulary, such as 'magnetic' and 'screwdriver', as children play. This builds on their already good language skills.

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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 the organisation of activities to minimise distractions, support children's engagement and to further extend their learning n broaden children's understanding of how to keep themselves safe in different environments, including when they use the internet.

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Setting details

Unique reference number EY334172 Local authority Sutton Inspection number 10398583 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 31 October 2019

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Information about this early years setting

The childminder registered in 2004 and lives in the London Borough of Sutton. She operates during school term times only, from 7.30am to 5.30pm, Monday to Thursday, except bank holidays and family holidays. The childminder offers the government funded places for childcare.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she organises her early years provision, including the aims and rationale for the curriculum. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their written views of the childminder's setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

4 August 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

4 August 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

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

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