Childminder EY416386

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 builds nurturing and caring relationships with the children in her care. Children are very content as they explore the environment. They seek reassurance from the childminder, who is quick to give them cuddles and affection. The childminder knows children very well. She provides routines and activities that reflect what children are interested in. The childminder works with families to support children's development at their home and her setting. Parents and carers are grateful for her advice and support.

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The provision is good

The childminder is kind. She offers explanations, so children understand what is happening next. She prioritises children's emotional well-being, ensuring that they feel safe, supported and confident in their surroundings. The childminder maintains high expectations for children's behaviour, including at mealtimes. She encourages good table manners, such as sitting properly, waiting for everyone to start eating and using polite words, for example, 'please' and 'thank you'. This supports children to develop social skills and respect for others.

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The provision is good

The childminder uses her knowledge of child development to identify appropriate next steps for children and plan her curriculum. Children benefit from lots of outdoor play and opportunities to explore the local community, which the childminder uses to broaden their experiences. They enjoy practical activities, such as growing vegetables and plants in the garden, to develop their understanding of nature and the world around them. These experiences support children's curiosity and give them opportunities to explore and investigate their environment.

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need to do better?

n The experienced childminder creates a fun and engaging environment. However, at times, she does not consistently sequence children's learning, which means some activities are too broad. For example, children can become overwhelmed when the childminder presents too many colours at once in a sorting task. At other times, she offers help before children have had the chance to try tasks on their own. At these times, children do not develop the individual skills and knowledge they need to learn next. n The childminder supports children's communication effectively. She gives children time to respond and listens carefully and repeats words correctly when needed. The childminder names sounds, actions and objects, linking them to real-life experiences, such as feeding the ducks. This helps children to build their vocabulary and improve their listening skills, supporting their confident communication. n The childminder manages behaviour calmly and models expectations for

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need to do better?

children. She uses praise to reinforce children's positive behaviour and gently

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need to do better?

27 August 2025 reminds children of the rules when needed. This helps children to understand what is expected, supporting a positive attitude to their play and learning. n The childminder develops children's hand and finger control through practical activities. Children scoop and pour, manipulate small objects and handle puzzles. These activities build children's hand strength, coordination and control. As a result, children gain confidence using their hands independently. This supports their ability to write, use tools and manage everyday self-care tasks as they prepare for school. n The childminder collaborates with other settings to ensure consistency in children's learning and care. She finds out about children's routines and progress at other settings. The childminder shares her observations about children's development with other adults who care for children. This two-way communication helps children to continue their learning across different

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need to do better?

environments. As a result, children experience continuity, feel more confident and make steady progress. n The childminder teaches children about safety in a variety of ways, helping them to understand and manage risks. Children take part in fire drills, learn road safety and how to play safely. The childminder promotes online safety, such as by sharing guidance and resources with parents and children. This helps children to develop an understanding of how to keep themselves safe. n Children develop good hygiene practices through consistent routines and encouragement. The childminder washes her hands after nappy changes and supports children to wash their own, explaining how this helps to wash germs away. This promotes children's independence, healthy habits and responsibility for personal care. It also helps children to build a lifelong awareness of cleanliness and well-being. n The childminder makes effective use of training to enhance her skills, especially

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need to do better?

when she requires additional knowledge around children's needs. She keeps up to date with guidance and developments and has a strong understanding of changes in early years practice. This commitment ensures that her practice remains current, informed and responsive to children's needs.

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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 tailor activities more precisely to match the specific skills and knowledge that individual children need to learn next.

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Setting details

Unique reference number EY416386 Local authority Kingston upon Thames Inspection number 10394535 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 6 Date of previous inspection 11 September 2019

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Information about this early years setting

The childminder registered in 2010. She lives in Surbiton, Surrey. The childminder offers care Monday to Thursday, from 7.30am to 6pm, during term time. The childminder holds a relevant childcare qualification at level 3. She offers government funded childcare.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the interactions between the childminder and the children. 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 Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the quality of education being provided and the impact of this on children's learning.

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Inspection activities

27 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

27 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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