Childminder EY455748

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 childminder provides a warm and nurturing home-from-home environment. Children are happy, and they display high levels of confidence and curiosity. Children have strong relationships with the childminder. She understands their non- verbal cues and prompts, and they seek her out to share play experiences with them.

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The provision is good

The childminder develops an ambitious curriculum that thoughtfully takes into consideration the interests and developmental stages of all children. Children are quickly engrossed, displaying high levels of enthusiasm as they take part in activities.

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The provision is good

The childminder is a positive role model for children. She is calm and patient as she teaches children to share and take turns. Children follow the childminder's lead as they take turns to water flowers in the garden, with the childminder repeating 'my turn, your turn', emphasising the good waiting they are showing. The childminder has high expectations of children. She encourages children to develop good manners when asking for things, as she models the phrase 'yes please'. Children are quick to copy and remember this.

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The provision is good

The support for children with special educational needs and/or disabilities is good. The childminder is quick to identify where children may benefit from extra support. She works in partnership with parents to put referrals in place.

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need to do better?

n The childminder knows her children well. She obtains detailed information from parents and carers during the settling-in process to help her understand what children can already do and what it is they need to learn next. The childminder observes and tracks children accurately. This enables her to offer suitable challenges to build knowledge and identify any gaps in learning. Children are well prepared for the next stage of their learning. n The childminder skilfully follows the interests of children to scaffold their learning in their development. For example, following children's interest in ducks, the childminder sets up a large tray of different coloured ducks with water, scoops and pipettes. Children spend a sustained amount of time exploring. The childminder demonstrates how to hold the pipette to suck up the water, developing the fine motor skills of children. She discusses with children the

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need to do better?

different colours of the ducks and as they are all put to bed in a nest of collected twigs, they count the ducks. This supports their early mathematical development. n Overall, the childminder promotes children's early communication and language

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need to do better?

24 July 2025 skills well. As children mispronounce words they are just learning, she clearly repeats the right pronunciation back to them. When children point and say 'duck', she praises them and repeats the word back to them in an extended sentence to extend their vocabulary. For example, she says, 'That's right, two little yellow ducks.' However, on occasion, the childminder reverts to using simplified language with children as opposed to using full words, for example 'ta' instead of 'thank you' or 'na night' instead of 'night night'. n The childminder teaches children about their local community and the world around them. She has a network of childminders with whom she works closely with to organise trips to local parks, farms and soft-play centres, enriching children's learning and social experiences. The childminder offers an inclusive environment where children learn about different celebrations, including Easter

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need to do better?

and Chinese New Year. For children who speak additional languages, the childminder incorporates nursery rhymes in these languages into their singing time, ensuring that all children feel valued and represented within the setting. n Partnership with parents is excellent. Parents speak extremely highly of the childminder. They describe her as kind, attentive and supportive. They appreciate the 'enriching opportunities' and 'meticulously planned activities' she provides. The childminder communicates with parents daily both verbally and via text to ensure that they feel well informed of how their children are progressing. n The childminder continues to be reflective and regularly seeks feedback from those using her service. The childminder is passionate about furthering her own knowledge and professional development. She undertakes regular training, which she then evaluates to see how she can bring this into her setting for the

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need to do better?

benefit of all children. n The childminder failed to notify Ofsted of required information. Although this is a requirement of her registration, it has no impact on 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 ensure that correct pronunciation is consistently modelled when teaching children new vocabulary so that they develop clear speech and extend their language skills.

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Setting details

Unique reference number EY455748 Local authority Sutton Inspection number 10411865 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 4 Number of children on roll 5 Date of previous inspection 9 March 2020

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Information about this early years setting

The childminder registered in 2013 and lives in the London Borough of Sutton. She operates from Monday to Thursday, from 7am to 6pm, during term-time only. The childminder holds a relevant level 2 qualification. The childminder accepts early education funding for eligible children.

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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 the curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, 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 Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

24 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

24 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

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

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