Childminder 2732253

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder provides an stimulating environment, where all children and their families are welcome. Children are happy and enjoy their time in her inviting home. The childminder organises resources so that children can explore independently. She has secure relationships with children and knows them well, using observation and assessment to identify what they need to learn next. The childminder plans activities that reflect children's interests well. This helps them to make good progress in their learning.

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The provision is good

The childminder plans the curriculum to give children daily opportunities to explore nature. She plans activities to develop curiosity and hands-on learning. Children enjoy looking for insects in the bushes and picking fruit in the garden. She notices when children have less experience of outdoor or messy play and provides opportunities to dig, scoop and explore soil and water, for instance. Children go on nature walks to collect leaves and observe seasonal changes. The childminder uses these experiences to extend learning and encourage children to investigate and make sense of the world.

p.2

The provision is good

The childminder encourages children to be respectful and make eye contact when listening. Children learn to take turns in conversations and use polite language, such as saying please and thank you. The childminder teaches children to be considerate towards each other, helping them develop kindness.

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need to do better?

n The childminder plans for children's learning and encourages them to explore their interests. For example, she provides chalk and other mark-making resources, when children want to draw. However, on occasion activities for younger children are too challenging. For example, when toddlers play imaginatively with animal figures, the childminder focuses on what letters and sounds the animal names start with. This means that children's learning is not always fully supported by interactions with the childminder. n The childminder teaches children how to keep themselves safe. This is a strong focus of her curriculum. She uses stories to help children understand body privacy. Children also learn the correct names for body parts so they can talk about them if they need to. The childminder helps children to learn about online safety. For instance, they learn what to do if unexpected messages appear. As a result, children learn to make safe choices in everyday situations.

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need to do better?

n The childminder helps children develop their communication skills well. She introduces new words, such as 'glossy', when describing a conker. The childminder uses some signs so that all children can join in. The childminder revisits a focus story all week. As a result, children join in with familiar phrases

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need to do better?

17 September 2025 and gain a deeper understanding of the language in the book. n Children benefit from developing independence through everyday tasks and experiences. The childminder supports them to lay the table, cut up food and clear away after meals. Consequently, children practise self-care skills regularly and build confidence in managing daily routines. n The childminder supports children's mathematical development well. Children count objects, such as leaves, developing early number skills. The childminder asks questions to help children think about numbers, for example, finding one more than a number they already know. This helps children to develop problem- solving skills. n The childminder encourages positive behaviour through instructions, prompts and praise. She uses cues, such as ringing a bell or singing a tidy-up song, to signal routines. However, the childminder is not always consistent in what she

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need to do better?

asks children to do, which can confuse children and hinder their understanding of what is expected. As a result, children do not always complete tasks. n Children benefit from learning about healthy choices and how to care for their bodies. The childminder talks about visiting the doctor and explains the benefits of different foods. She encourages physical activity, allowing children to climb, run and jump in puddles. These activities help children develop coordination, strength and control in their movements. n Partnerships with parents are strong. The childminder communicates effectively with parents, which parents say they appreciate. The childminder shares regular updates about what children are learning, and gives parents strategies of how they can support this at home. This supports children to make good progress.

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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.

p.3

should:

n strengthen the planning of activities for younger children to ensure that they are closely matched to their levels of development and learning needs n explain expectations about behaviour more clearly so that children receive clear and consistent messages that support them to follow instructions.

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Setting details

Unique reference number 2732253 Local authority Kensington and Chelsea Inspection number 10399395 Type of provision Childminder

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Registers

Early Years Register, Compulsory 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 Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Kensington and Chelsea. She operates all year from 8.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 6.

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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 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 curriculum. n The inspector viewed written feedback from parents and took their views into account. 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 evaluated the impact of this on children's learning.

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Inspection activities

17 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

17 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

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

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