Childminder

Childminder

Unique reference number (URN): EY557190 Registered with Ofsted: 29/06/2018 Registers: EYR, CCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children achieve consistently well across all areas of learning. They gain a wide variety of skills, knowledge and understanding to best prepare them for their next stage in learning.

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Achievement Strong standard

Children's social skills blossom as they experience carefully selected activities and outings that help them thrive. Children develop confidence in larger groups at playgroups where they practise and refine sharing and turn-taking. They build confidence and resilience in new unknown activities and places, visiting local museums or going on farm trips.

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Achievement Strong standard

Children achieve well because teaching is responsive, routines are consistent and the environment is designed to promote independence, exploration and meaningful learning. From an early age, children explore the outdoors confidently and learn to become independent as they move through familiar routines and engage in purposeful activities. They use their imaginations in play and develop physical abilities during vigorous outdoor movement, for example while using cars, slides or the trampoline. These experiences support children's coordination and balance.

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Behaviour, attitudes and establishing routines Strong standard

The childminder demonstrates effective leadership, promoting children's positive behaviour, relationships and attitudes to learning. She follows well-established and consistent routines for all children. The childminder creates a calm, nurturing and highly inclusive environment. Children feel safe, respected and develop a sense of belonging. For example, they confidently follow routines, independently going to wash their hands for snack. They explore the setting with increasing confidence and independence.

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Behaviour, attitudes and establishing routines Strong standard

Children receive support and encouragement to manage their behaviour and feelings positively. This helps them to develop respectful relationships with others. For example, the childminder uses stories and discussions to help children understand sharing and being kind. As a result, children cooperate well, help tidy away resources and show positive attitudes towards their learning and play.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has clear communication methods with children and families. She has robust procedures in place to ensure that children's attendance is a priority and any absences are followed up promptly. There are clear expectations for punctuality, so children attend consistently and settle well into her nurturing home. This helps children to establish positive routines and experiences in their early learning.

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Children's welfare and wellbeing Strong standard

The childminder knows each child extremely well and works closely with parents and carers from the moment children join the setting. She gains a detailed understanding of children's routines, care needs and starting points, including for those who may face barriers to learning. This enables her to adapt her practice thoughtfully so that every child feels secure, understood and able to build on what they already know and can do. Children experience a warm, nurturing, home-from-home environment, where their welfare and emotional wellbeing are prioritised.

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Children's welfare and wellbeing Strong standard

Children develop a confident understanding of the importance of hygiene routines. Even the youngest children know they must wash their hands before eating, and begin to manage their own physical needs, such as wiping their noses. The childminder respects children's privacy during toileting and nappy changing, helping them feel extremely comfortable and secure during personal care routines. She provides nutritious, home-cooked meals and follows nutritional guidance carefully to support children's health and wellbeing. Parents speak highly of the quality and variety of the meals their children receive here.

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Children's welfare and wellbeing Strong standard

The childminder monitors allergies and intolerances closely, ensuring that mealtimes are safe and appropriately adapted for each child. She demonstrates a clear understanding of safe sleep procedures. Children benefit from rich outdoor learning experiences, with daily visits to local parks, playgroups and community spaces that support their physical and emotional wellbeing.

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Curriculum and teaching Strong standard

The curriculum builds progressively on what children already know and can do, enabling them to make continuous and sustained progress across all areas of learning. Children benefit from a language-rich environment where communication is intentionally woven through every interaction. The childminder models language, narrates play and encourages children to express themselves confidently. She gives children time to think and respond, such as when reading stories and asking questions about the sounds animals make. These purposeful interactions deepen children's understanding and support early literacy.

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Curriculum and teaching Strong standard

Children practise and extend their physical skills through meaningful tasks, such as using tools to chop different fruits. They demonstrate dexterity from an early age and confidently use tools. Mathematical concepts are embedded naturally through first-hand experiences. For example, children count ducks in books and extend this learning during real-life moments, such as counting ducks at the pond when they visit.

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Curriculum and teaching Strong standard

Outdoor learning is a central and highly effective feature of the curriculum. Children regularly visit parks, river gardens, museums, childminder groups and community spaces. These give the children opportunities to develop physical skills, curiosity and a deep understanding of the world. These experiences are carefully planned to build children's confidence, independence and real-life knowledge.

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Inclusion Strong standard

The childminder demonstrates a consistent and well-embedded approach to supporting children with special educational needs and/or disabilities (SEND). She stays well informed through a range of relevant professional development opportunities. This enables her to respond confidently and effectively to children's emerging needs. She shows professional curiosity, recognising concerns quickly and implementing targeted strategies without delay. This early identification promotes children's wellbeing and supports their ongoing development. The childminder has a detailed understanding of each child. She makes careful observations and assessments that allow her to identify individual needs at an early stage. She adapts routines and activities so all children can access learning at their own pace. Targeted support is applied, helping all children to make meaningful progress. Secure partnerships with parents and carers contribute significantly to children's development. Daily

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Inclusion Strong standard

discussions, developmental updates and open communication support parents to be involved in their children's learning. The childminder works effectively with external professionals to secure continuity for children with emerging or identified SEND.

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Inclusion Strong standard

Children benefit from a highly inclusive environment where they are well known, valued and supported to participate fully in daily experiences. The childminder uses repetition, visual cues, gestures and familiar routines to support all children. This helps them feel understood and emotionally secure. She provides access to a sensory quiet space to support communication and emotional regulation. As a result, children develop confidence, feel included and engage positively in play and learning alongside others.

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Leadership and governance Strong standard

The childminder demonstrates dedication to continually improving her practice. She is committed to continuous improvement and targets areas she would like to further develop. The childminder rigorously reflects on her practice to identify strengths and provide high- quality care and education. She ensures that all procedures are meticulously maintained and routinely reviewed. The childminder has successfully established and developed positive partnerships with parents and carers. Parents speak highly of the childminder and the care their children receive.

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Leadership and governance Strong standard

Partnerships with other professionals are meaningful. The childminder works closely with her local authority and health professionals to support children with special educational needs and/or disabilities. She seeks advice to assess children's needs and creates tailored support plans. The childminder has well-established and purposeful relationships with other local childminders. She coordinates a weekly playgroup alongside other childminders, creating a supportive and collaborative environment where good practice is shared and professional dialogue is encouraged. The childminder understands the importance of a professional network and uses these relationships to reflect on practice, exchange ideas and strengthen the quality of provision for children. She identifies professional development opportunities that will benefit children's learning and development and actively enrols in both online and face-to-face training. This supports her continuous improvement and ensures

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children experience a warm, calm and nurturing environment where they feel genuinely valued and safe. The childminder's gentle, patient and attuned interactions help children settle quickly and develop secure attachments. Children confidently approach her for comfort, reassurance and support. The childminder knows children's individual needs well and supports them consistently. She praises children, which supports their self-esteem and encourages positive attitudes to learning. As a result, children are emotionally secure, happy and eager to take part in daily experiences.

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What it's like to be a child at this setting

Children's interests and experiences are reflected throughout their play and learning. The childminder models vocabulary and encourages children to express choices. Children confidently identify pictures in books, respond enthusiastically to questions and enjoy listening to familiar stories. This helps children to develop their communication and language skills, making progress from their starting points.

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What it's like to be a child at this setting

During outdoor play, children independently select resources, explore different materials and proudly share their discoveries. Children remain engaged for sustained periods. They confidently express their ideas during activities and routines. Children's individual needs and home experiences are valued throughout the setting. This helps children and families to feel included, valued and confident within the setting.

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What it's like to be a child at this setting

Children, including those with special educational needs and/or disabilities, enjoy rich learning experiences that spark curiosity and sustain their engagement. For example, nature walks and fruit preparation help them explore colours, textures and natural materials.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30 Outdoor learning is central to their experience, with regular visits to parks, gardens, museums, childminder groups and community spaces. Children develop early understanding of the world through real-life explorations, such as watering plants, feeding wildlife, swimming and visiting shops.

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About this setting

Children gain increasing independence through everyday routines, such as choosing resources, tidying away toys and managing simple self-care tasks. The childminder promotes regular attendance and works closely with families to maintain consistent routines. This helps children to benefit fully from the experiences available each day. As a result, children are increasingly confident, sociable and independent learners who are well prepared for their next stages of learning.

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Next steps

The childminder should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder, children, parents and carers during the inspection.

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About this inspection

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. Local authority: Sutton

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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