Childminder EY302062

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

The childminder has a caring approach towards the children. They form close attachments with the her. The childminder works closely with parents when children first start, to find out about their care routines and needs. She adheres to these throughout the day. This supports children to settle well. The childminder uses her wealth of experience to support children's learning and development by organising activities to meet their individual needs and interests. However, children lack opportunities to develop their knowledge of the world with regard to people and communities. She has high expectations for every child. Children are content and happy. They have a positive attitude to their learning and are making good progress in relation to their starting points. Older children are becoming confident communicators who readily ask questions and describe what they see as they play. Children are proud to showcase their work, such as figures created from shapes

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The provision is good

and play-dough models. They smile and revel in the praise the childminder gives them. Nonetheless, they lack opportunities to develop their literacy skills through linking letters to sound. The childminder manages behaviour effectively to help children develop an understanding of what is expected of them.

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need to do better?

n Children are becoming independent and are keen to do things for themselves. The childminder encourages them to take an active role at mealtimes and during personal hygiene and self-care routines. For example, children use knives under the childminder's close supervision to cut cucumbers for lunch. They confidently ask for the toilet and understand why and when to wash their hands. n The childminder monitors children's progress effectively to identify and address any gaps in their learning and development. She uses her findings to plan activities to support and develop children's areas of development. This supports children to be continually challenged in the learning. n Children's imagination and creativity are progressing well. They experiment with how they use resources and equipment as they create gingerbread people from play dough. n Children have access to a number of cause-and-effect resources. For example,

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need to do better?

they discovered that they have to push the car down to make it go. They use battery-operated toys to create different sounds and effects by pressing on the different-coloured buttons. This helps to support their understanding of the world. However, the childminder has not considered ways to increase children's understanding of diversity, particularly with regard to people and communities. n The childminder establishes strong partnerships with parents and with other providers where children attend. This helps the effective two-way flow of information gathering and sharing, which helps her to provide consistency in children's learning.

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need to do better?

28 January 2020 n Children develop a wide range of physical skills appropriate to their age. Toddlers have access to ample space to move around and strengthen their newly acquired walking skills. Older children demonstrate patience and concentration as they access tap-shape activity. They show excellent hand-eye coordination as they use pins, shapes and a hammer to create a range of pictures. n The childminder keeps her knowledge up to date by attending an assortment of courses. She regularly reflects on her work to improve her practice. She seeks the views of parents to enhance her provision even further. Parents speak highly of the childminder. They are happy with the learning opportunities that their children take part in and feel that their children are happy and well cared for. n Children's literacy is developing well. They are able to recognise familiar letters as they build with alphabet building bricks. However, the childminder does not

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need to do better?

promote children's knowledge of the sounds the letters represent to strengthen their early reading abilities. n Children's mathematical development is encouraged well. The childminder creatively inspires children to count for purpose and do simple addition. Children have regular opportunities to recognise numbers and shapes as they play. This helps to support children's school readiness.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has attended a number of child protection courses. She has a secure understanding of her responsibility to protect children from harm. She knows the action she must take if she has any concerns about a child's welfare. This includes concerns she has of children being at risk from radicalisation and terrorism. The childminder assesses hazards in her home and on outings to minimise potential risks. She supervises children well to ensure children's safety at all times. The childminder implements a visitor book to ensure all persons visiting her home are monitored to further protect the safety of children.

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should:

n extend further the opportunities to develop children's awareness of people and communities n make the most of all opportunities to introduce letter sounds, to strengthen children's early reading skills.

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Setting details

Unique reference number EY302062 Local authority Croydon Inspection number 10137844 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 8 Total number of places 6 Number of children on roll 6 Date of previous inspection 11 February 2016

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Information about this early years setting

The childminder registered in 2005. She lives in New Addington. The childminder has a childcare qualification at level 3. She cares for children between 7.30am and 6.30pm each weekday, all year.

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Inspection activities

n The inspector observed the interactions between the childminder and the children. n The inspector completed a learning walk with the childminder to discuss how she organises the provision and about the children in her care. n The inspector completed a joint observation with the childminder. n A range of documentation was looked at by the inspector, including safeguarding policies, training certificates and evidence of adult suitability checks. n The inspector took into account the written views of parents. n The inspector spoke to the childminder and children at appropriate times during the inspection.

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Inspection activities

28 January 2020 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

28 January 2020 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

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