Childminder, Out-of school day care in Croydon

Inspection date

Previous inspection date 18 May 2016 1 October 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder has addressed all issues from the previous inspection to help raise the standards of her practice. For example, she now implements the progress check for children aged two years effectively, having improved her knowledge through training.  The childminder now makes good use of risk assessments to effectively identify potential hazards. She promptly addresses these to help keep children safe.  The childminder provides a good range of activities that are planned according to children's individual interests and which cover all areas of learning. These help children to gain a good range of skills to support their move to school.  Children are confident learners. The childminder listens attentively to what children have to say, establishes positive relationships with them and values the uniqueness of each child.  The childminder values parents' and children's contributions about what they feel is

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This provision is good

working well and what is not, to help drive continuous improvements.

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It is not yet outstanding because:

 The childminder does not always use all her learning environments as effectively as possible to further challenge and enhance children's learning.  The childminder does not thoroughly discuss children's achievements with parents when their children start at the setting, to pinpoint children's starting points precisely.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 make the most of all learning environments to help enhance children's learning, particularly for those who prefer to learn outdoors  strengthen even further the partnership working with parents when children start at the setting, to help identify their starting points on entry as effectively as possible.

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Inspection activities

 The inspector observed activities and interactions between the childminder and children throughout the inspection.  The inspector spoke with the childminder at appropriate times throughout the inspection.  The inspector viewed documentation, including children's records, policies and procedures.  The inspector discussed how the childminder uses self-evaluation to develop her practice.

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Effectiveness of the leadership and management is good

The childminder liaises well with other professionals to know changes in requirements to keep her knowledge up to date. Safeguarding is effective. The childminder keeps accurate documentation on children, such as records of attendance and accidents. She has a good understanding of her role in protecting children and is fully aware of procedures she needs to follow should a concern arise. The childminder has good links with staff at the local nursery, and she works closely with them to help promote continuity in children's progress.

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Quality of teaching, learning and assessment is good

The childminder provides a good range of learning experiences which are successfully matched to children's different stages of development. For example, babies have opportunities to use their senses and older children enjoy acting out familiar situations. The childminder promotes children's independence well; for example, she stores resources at a low level to enable younger children to choose toys. This helps them to be confident learners. When children lead their play, the childminder joins in skilfully to extend their play even further. For example, when babies pretend to pour tea from a toy teapot, the childminder gives them a spoon to stir it, which helps develop their coordination. The childminder has high expectations of each child, and she regularly observes and assesses children's progress to help her identify any gaps in learning.

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Personal development, behaviour and welfare are good

The childminder has a good awareness of children's different care needs and responds well to support them as individuals. Routines are well adapted to suit the needs of the younger children. The childminder actively helps children to behave well. For example, she encourages sharing, and uses consistent explanations to help children understand her expectations. Children learn to adopt healthy lifestyles. For example, the childminder provides healthy meals and children have daily opportunities for fresh air, including local walks. The childminder helps children learn to take care of themselves, for example, through talking to them about the importance of maintaining healthy bodies.

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Outcomes for children are good

Children make good progress in relation to their starting points. They become confident learners, and gain good social skills. For example, babies form good relationships with the older children. They gain good physical skills too, such as through stacking cups. Older children develop good mathematical skills. For example, they talk about quantities as they play and can recognise numbers. Children acquire the essential skills they need for their next stage of learning.

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Setting details

Unique reference number 124590 Local authority Croydon Inspection number 1048644 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 1 October 2014

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Telephone number

The childminder registered in 1991. She lives in South Croydon, in the London Borough of Croydon. The childminder provides care from Monday to Friday, all year round.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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