Childminder in Croydon

Inspection date

Previous inspection date 6 October 2017 4 May 2017

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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 reflects on her practice well. She has addressed the actions and recommendations set at her last inspection to develop the service she provides. For example, she has developed her assessment process to ensure all children progress well.  The childminder is caring, affectionate and attentive to children's individual needs. Children form secure emotional attachments to her and settle well.  The childminder provides a wide range of stimulating activities linked to children's learning needs. Children are engaged and motivated in their learning. All children make good progress.  The childminder has good relationships with the children's parents. She successfully communicates with parents to keep them well informed and up to date about their children's individual learning needs.  Children enjoy a range of outings in the local community which helps to enhance children's experiences and enables them to learn about the world around them.

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It is not yet outstanding because:

 The childminder does not take all opportunities to develop children's awareness of shapes, space and measures to build their mathematical knowledge.  At times, the childminder overlooks opportunities to ask interesting questions and give children the time they need to answer them.

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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

 provide more opportunities for children to learn about shapes, space and measures, to build on their mathematical development  give children the time they need to respond to more interesting questions to further extend their language skills.

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the inspection.  The inspector engaged with the children during the inspection.  The inspector undertook a joint evaluation of an activity with the childminder.  The inspector observed the children during their indoor and outdoor play activities, as well as during their snack routine.  The inspector sampled various documents, including children's learning records, the childminder's self-evaluation, risk assessments and a selection of policies and procedures.

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Effectiveness of the leadership and management is good

The childminder is committed to improving her childcare service and has worked hard since the last inspection. She regularly reflects on her practice, taking into consideration the views of parents and children when making improvements. The childminder understands the importance of keeping her knowledge and professional skills current. For example, she completes research and uses the support of other professionals to share ideas to improve her good practice. The childminder tracks children's progress effectively to identify their achievements and target any gaps in their development, to ensure all children make good progress. Safeguarding is effective. The childminder has a good understanding of how to keep children safe and the procedures to follow should she have a concern about a child's well-being.

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Quality of teaching, learning and assessment is good

The childminder follows the children's lead in play and has a good understanding of how children learn. She uses observations to track children's development and identify what they need to learn next. She helps to ensure all children make good progress in all areas of their learning. Overall, the childminder supports young children well in developing their early communication skills. For example, she enthusiastically talks to them, describes what they are doing and emphasises key words to enhance their understanding. Children enjoy activities to help support their creativity. For example, they delight in exploring dough and enjoy making marks and patterns in paint.

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Personal development, behaviour and welfare are good

Children are well behaved. They are kind, considerate and well mannered. The childminder acts as a positive role model. She praises and encourages children consistently, and builds their self-esteem and confidence for future learning. Children enjoy nutritious and healthy home-made food. They receive plenty of fresh air and regular opportunities for physical exercise. For instance, they visit local parks and use the childminder's garden. The childminder uses routine activities to teach children about safety. For example, she gives gentle reminders to young children when they use climbing equipment and talks to children about safety issues, such as road safety.

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Outcomes for children are good

Children are gaining a good range of skills ready for the next stages of their learning. They are confident, sociable and become increasingly independent. For example, younger children persevere as they try to put on their own shoes, ready to go outside. They are learning to make choices of with what and where to play. Children develop good physical skills. For example, young children develop their muscles as they use spades and spoons to fill containers with sand.

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Setting details

Unique reference number EY431342 Local authority Croydon Inspection number 1101407 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 6 Number of children on roll 4

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Telephone number

The childminder registered in 2011. She lives in Thornton Heath, in the London Borough of Croydon. She has a childcare qualification at level 3. The childminder is available Monday to Friday from 7.30am until 6.30pm, throughout the year, except for bank holidays and family holidays.

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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

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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