Childminder

Childminder

Unique reference number (URN): 2740506 Registered with Ofsted: 24/09/2023 Registers: EYR, CCR, VCR

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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 Expected standard

Children make very good progress from their starting points, particularly in their communication and language development. They learn to speak both French and English.

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Achievement Expected standard

Children gain a high level of independence by eagerly doing things themselves. For example, young children learn to take off their socks and shoes. Children are active and develop secure physical abilities, such as balance, coordination and the core strength needed for the next stage in their development. For example, children use ride-on resources and learn to negotiate the space around them.

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Achievement Expected standard

Children grow in confidence as they receive praise from the childminder for their achievements. Consistent routines help children to feel happy, secure and ready to learn.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children to share toys and resources well. Young children start to develop positive attitudes to learning and playing with others. The childminder sits with the children as they play. For example, the childminder points to the different spaces to help children identify where to fit each shape as they play with the shape sorter. This supports children to take turns. The childminder is a positive role model and has high expectations of children's achievements. As a result, children develop positive attitudes to learning. The childminder teaches children to use good manners. For example, she encourages children to say 'please' and 'thank you' at snack time.

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Behaviour, attitudes and establishing routines Expected standard

The childminder gives children simple instructions as they negotiate with one another. She understands the importance of monitoring children's attendance. The childminder communicates with parents and is aware of any changes.

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Children's welfare and wellbeing Expected standard

The childminder meets children's care needs consistently well. This includes safer-sleeping arrangements. The childminder supports children to develop their self-help skills. For example, children generally enjoy making choices about their play. The childminder implements effective hygiene practices. For example, she encourages regular handwashing to reduce the risks of cross-infections.

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Children's welfare and wellbeing Expected standard

The childminder supervises children well and ensures that the home environment is safe. She provides freshly prepared meals for children and identifies the risks associated with eating. For example, she ensures that children's dietary needs are met and sits with them while they eat. The childminder demonstrates slow eating to help children understand why this is important. The childminder accesses a range of activities with children in the community and the fresh air, which supports their physical and personal wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder shares information with parents on what is happening in and around the area, so that they are aware. She ensures that children do not have exposure to screen time. This helps to support children's safety.

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Curriculum and teaching Expected standard

The childminder knows children and their families well. She uses her observations and information from parents to inform children's starting points. The childminder plans purposefully for children's learning to help them build on their current skills. She uses positional language to support children's understanding of direction.

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Curriculum and teaching Expected standard

The childminder encourages children to blow bubbles. Children use their oral-facial muscles as they blow, which are needed for good communication and language development. The childminder sings nursery rhymes with young children and encourages repetition to help them build on their vocabulary.

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Curriculum and teaching Expected standard

The childminder arranges activities which require sharing and cooperation, needed to develop good social skills. She knows how to build on children's small-muscle movements. For example, she encourages children to pick up resources between their thumb and finger as they play.

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Curriculum and teaching Expected standard

The childminder provides a broad range of learning experiences for children. There are occasions when she is too enthusiastic and asks children to join in other activities while they still explore and learn. This interrupts children's learning.

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Curriculum and teaching Expected standard

Children use their imagination during play. For example, they pretend to make tea, coffee and bake a cake in their play kitchen. Occasionally, the childminder is too directive and tells children how to arrange their play. This limits children's imagination and learning.

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Curriculum and teaching Expected standard

The childminder ensures that children are active and build on their physical skills, including outdoors. For example, she ensures that children learn how to jump safely on the trampoline.

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Inclusion Expected standard

The childminder tracks children's progress through regular observations and ongoing assessments. She confidently explains what she would do if she had concerns about children's learning and development. This includes seeking support from the local authority early years team and accessing specific training to ensure she understands how to best meet the needs of all children.

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Inclusion Expected standard

The childminder is inclusive and understands children's unique developmental needs. She ensures that children benefit from a calm and consistent approach, helping them to develop high levels of confidence and a sense of belonging. The childminder works closely with parents to share information about children's learning and next steps.

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Leadership and governance Expected standard

The childminder accurately reflects on the quality of her provision. She understands the setting's strengths and identifies areas for improvement. The childminder knows children and families well. She works in partnership with parents to adapt her practice. The childminder is committed to providing high-quality care and bilingual education. She completes mandatory training and successfully networks with other childminders to share knowledge and skills.

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Leadership and governance Expected standard

The childminder's curriculum is broad and engaging. She typically plans high-quality learning experiences for children that build on what they already know and can do. The childminder offers children rich learning experiences with plenty of opportunities for communication and language development, exploratory play and independent access to exciting resources.

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Leadership and governance Expected standard

Parents comment that they are very grateful for the high-quality of care and education their children receive. They express that the childminder is a reliable, committed, and trustworthy caregiver. Parents are delighted to see their children flourish in the childminder's care. For example, their children expand on their vocabulary and build on their communication and language skills. Parents appreciate children's consistent routines and daily outings, which help children to develop confidence and social skills.

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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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Voluntary Childcare Register requirements

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

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Register

When we check if settings meet the Voluntary 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 thrive in this happy, well-organised home-from-home environment the childminder creates. They form close, trusting bonds with the childminder, which help them to feel safe and secure in her care. The childminder knows the families well and uses her knowledge to support children's changing developmental needs. Children benefit from a bilingual language-rich environment and expand their vocabulary in both French and English. This helps them to develop skills to become confident talkers.

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

Children receive praise from the childminder for their achievements, and this helps them to develop high levels of self-esteem and confidence to try new things. The childminder also uses daily routines to support this. For example, she encourages young children to manage some hygiene routines, such as handwashing, with minimal intervention.

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

The childminder uses her teaching skills to support young children's understanding of mathematical concepts. For example, children thread beads on a string and the childminder helps children to recognise the different shapes. They also practise their counting skills as they match the numbers to the corresponding number of beads.

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

Children benefit from a wealth of community and outdoor experiences. They regularly visit parks, playgrounds and playgroups. This helps children build confidence and develop good social skills as they interact with others, building the skills needed for future learning.

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

Children are active and enjoy physical activities. They practise their balance and coordination skills as they use ride-on resources. Children are inquisitive and enjoy exploration. For example, they problem-solve how much water to pour in the water feature to make the parts move fast.

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

Children show interest in books, which they regularly share with the childminder. This supports their early literacy skills.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:00 Parents value and praise the care and learning experiences that the childminder provides. The childminder explains how regular attendance supports children's learning and development.

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Next steps

The childminder should allow children to finish learning before she asks them to join in another activity. The childminder should not intervene when children use their imagination during play.

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About this inspection

The inspection started on 30 January 2026. Inspectors returned on 15 July 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.

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About this inspection

The inspector spoke with the childminder and the children and took account of parents' written views 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: Croydon

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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