Calimerio, Gisele Kalice

Overall effectiveness Good

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

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The provision is good

Children play in a safe, welcoming and stimulating environment. They have access to a wide variety of toys and resources, indoors and outdoors. This helps to motivate children to play and learn. The expectations for what children can do and achieve are high. As a result, children gain confidence in their abilities, for example in mathematics. They learn to count and recognise shapes, such as triangles, squares and circles. Children's language skills are developing well. They express their thoughts and ideas in a range of situations. There are strong bonds between children and the adults. Children enjoy cuddles and receive plenty of praise, which builds on their self-esteem. Children's behaviour is good. They play well together and develop positive friendships with their peers. Children benefit from playing outdoors regularly. They practise their strong physical skills as they ride toy cars and tricycles in the garden. Children enjoy wearing character masks and initiate

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The provision is good

their own outdoor games. They run and giggle delightfully as they shout out, 'I'm a bad wolf' and another child says, 'I'm a Spiderman'. Children show positive dispositions to learning. Children, including those who speak English as an additional language, make good progress from their starting points.

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need to do better?

n The childminder is an enthusiastic practitioner. She leads her assistant well, and together they engage children in purposeful play. For example, the childminder and her assistant join the children as they pretend to cook and make sandwiches in the role-play area. However, children do not always have access to a wide range of sensory materials, particularly during role play, to fully support their learning. n The childminder has developed a system for observing and assessing children's progress which is rigorous and comprehensive. She makes effective use of the information to plan children's next steps in learning. n The childminder is skilled at developing children's communication skills. For instance, she changes the pitch and tone in her voice as she reads story books to keep children motivated. Children learn to sing nursery songs in other languages, such as Portuguese, which raises their understanding of the

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need to do better?

similarities and differences among people. n Children have opportunities to practise their early writing skills. They experiment with chalks, drawing lines and circles, with increasing control. n Partnerships with parents are strong. Parents say in their verbal and written feedback that they are very happy with the service they receive. n Children develop good independence skills. They are given plenty of time, for example, to dress themselves for outdoor play. Children persevere and are keen to do things for themselves. n The childminder follows consistent practices that support children's health

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need to do better?

19 February 2020 effectively. For example, she incorporates regular handwashing into the daily routines to help prevent the spread of infection. Children enjoy healthy snack and home-cooked meals every day. n The childminder and her assistant are positive role models for the children. They encourage children to share and respect the toys and resources. Children listen well and their behaviour is good. n The childminder is committed to her role. She completes training and attends forum meetings for the continuous improvement of her knowledge and teaching skills. This has helped her, for example, to allow children to initiate and follow their own play. As a result, children have grown in confidence. n There are suitable arrangements for supporting and monitoring the assistant's practice. The childminder has recognised that her assistant would benefit from training to aid children's play more effectively.

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need to do better?

n The childminder evaluates the provision well. Since the last inspection, she has increased the use of the outdoors to enable children to explore and investigate their surroundings.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant reinforce policies and procedures, for example the use of personal mobile phones and cameras, to help keep children safe. Children are well supervised. They show that they feel safe and secure in the setting. The childminder and her assistant have a good knowledge of how to safeguard children. They know how to recognise the indicators of abuse and neglect, and how to report these to protect children's welfare. The childminder carries out regular checks of the premises to minimise risks to children. She monitors children's attendance rigorously to help identify any concerns.

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should:

n extend the range of opportunities for children to experience sensory materials, particularly during role play, to fully support their learning n explore a variety of ways to support ongoing professional development for assistants, to develop their teaching skills to the highest level.

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Setting details

Unique reference number EY425959 Local authority Croydon Inspection number 10062387 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 2 to 4 Total number of places 6 Number of children on roll 9 Date of previous inspection 9 June 2016

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Information about this early years setting

The childminder registered in 2011 and lives in the London Borough of Croydon. She operates from 7.30am until 6pm, Monday to Friday, except during family holidays. The childminder holds a childcare qualification at level 3. She works with two assistants.

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Inspection activities

n The inspector toured all areas used for childminding. She discussed with the childminder how she organises the early years curriculum. n The inspector observed children's play inside and outside, and considered the impact this has on their learning. She interacted with the children at appropriate times during the inspection. n The inspector spoke with the childminder and assistant to gain their understanding of the learning and welfare requirements. n The inspector looked at a range of documentation, including children's records and evidence of the childminder's qualifications and suitability. n The inspector spoke with parents on the day of the inspection to gain their views of the provision. She also read written feedback from parents.

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Inspection activities

19 February 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

19 February 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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