Childminder EY136997

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 environment, where children feel safe, relaxed and at home. She knows each child and their families very well. Children demonstrate a strong sense of belonging. For example, younger children excitedly greet older children when they return from school. Older children reward this with hugs and play. The childminder has high expectations of children's behaviour. She teaches them good manners and listening skills through gentle conversation and praise. This gives children the skills they need to stay safe when, for example, they walk to and from school each day with the childminder.

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The provision is good

Children learn to be independent and self-sufficient from an early age. For example, the childminder encourages young children to feed themselves, and they enjoy doing so. This helps children to develop confidence and fosters a 'can-do' attitude. The childminder's curriculum is ambitious for all children. She teaches valuable social and communication skills through adult-led activities and continuous conversation with children. Children learn about fairness and managing their own feelings through everyday activities. They listen and respond appropriately as the childminder gently supports them to resolve small disagreements. This prepares children well for the next stage in their education and life in the wider community.

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need to do better?

n The childminder designs an effective curriculum. It has a strong focus on children's independence and communication and language skills. This helps children to articulate questions clearly when they need support. n The childminder encourages children's physical movement through songs and music, outdoor play and visits in the local community. She provides healthy meals and actively discusses healthy choices with children. For instance, they discuss favourite fruits and the reasons to have biscuits or fruit. This supports children to make good choices for themselves and develops their thinking skills. n Children have the freedom to access resources of their choice. The childminder supports children's play with conversations and gentle reminders about the expectations for their behaviour as children play together. This supports children to be confident and independent learners with a positive attitude to their

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need to do better?

learning. n The childminder has a clear understanding that each child is unique. She spends time getting to know children individually to identify how to best support each child. The childminder continuously builds on what children already know, based on their spontaneous observations and questions. For example, when children talk about getting wet on the school run, this turns into a conversation and a song about the seasons. This adds to children's knowledge effectively. It makes them feel valued as they know their contributions are recognised and listened to.

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need to do better?

10 September 2025 n The childminder plans purposeful and high-quality interactions for children. Overall, these are effective. However, some activities are a little too advanced for children's developmental stages. At these times, the childminder's interactions are slightly less effective in extending children's learning and language. n The childminder embraces diversity in her community, and her practice is highly inclusive. Children enjoy celebrating national holidays from their own varied family backgrounds, as well as learning about festivals from around the world. This helps to support all children to feel fully included and prepares them well for life in modern Britain. n The childminder communicates effectively with parents and carers. They regularly discuss children's progress and their next steps in learning. The childminder draws on her wealth of experience and knowledge as she supports them to make good decisions for their children. For example, she offers advice

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need to do better?

on strategies for toilet training, weaning off soothers and the advantages of modelling good language from the start. This means that children benefit from a cohesive approach to their development. n The childminder regularly undertakes relevant training to develop her practice and inspire her teaching. She attends regular network meetings with other professionals. The childminder communicates effectively with other settings children attend. This helps children to benefit from a joined-up approach to their learning. n The childminder uses everyday routines very effectively to develop children's independence as she patiently supports them to learn self-care skills, such as getting dressed and careful handwashing. This supports children to be well prepared for the next stage in their education.

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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 planned activities more precisely to suit the developmental stages of all children.

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Setting details

Unique reference number EY136997 Local authority Croydon Inspection number 10399140 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 9 Number of children on roll 9 Date of previous inspection 21 November 2019

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Information about this early years setting

The childminder registered in 2002. She lives in South Norwood, in the London Borough of Croydon. The childminder operates from 7.30am to 6pm, Monday to Friday, throughout the year. She holds an appropriate qualification at level 3.

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Inspection activities

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 childminder spoke to the inspector about the children's learning and development, with a particular focus on communication and language. n The children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided and assessed the impact on the children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

10 September 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

10 September 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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