Childminder in Sutton

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 make good progress from their starting points. For example, children's speech is developing in line with their age and stage of development. They are encouraged to listen and repeat words to help extend their vocabulary. Children are active and independent learners. They enjoy exploring musical instruments, particularly toy drums. During play, children have lots of fun as they bang the drum with sticks, gaining a good sense of rhythm and beat. Children develop strong small-muscle skills. They learn to thread beads onto a string carefully. They are encouraged to play on the soft gym, to practise their coordination and balancing skills. There are close relationships between children and the childminder, who is a kind and gentle practitioner. This helps children to feel secure, which supports their emotional well-being successfully. Children have positive attitudes to learning. They often smile and wave to adults to show their delight during play. Children are polite

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The provision is good

and well mannered. They listen and follow instructions well. Children develop a strong awareness of how to keep themselves healthy and safe. For instance, they learn good personal care routines, such as regular handwashing, to help stop the spread of germs and infection.

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need to do better?

n The assessments of children's progress are accurate. The childminder makes effective use of the information gained to plan an educational programme that is age-appropriate and stimulating. She organises a variety of outings to places such as parks and playgroups, which enhances the curriculum further. n The childminder is a caring and attentive practitioner. She responds to children's interests quickly. For example, when the childminder observed that children wanted to explore water, she provided them with a bowl of 'soapy water' and play tools to build on their interest. Children squeaked with delight as they made bubbles and watched them fly into the air. During the activity, the childminder skilfully introduced a variety of descriptive words, such as 'squelchy,' 'bubbles' and 'splash,' to help develop children's language skills. Children showed high levels of motivation and enjoyment. n The childminder's professional development is ongoing. She is successful in

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need to do better?

implementing what she learns into practice. For example, following a discussion with other professionals, the childminder has learned how to use nursery songs and rhymes more effectively. As a result, children develop a love of singing. However, the childminder does not make the best use of opportunities to build on and extend children's understanding of mathematical ideas. n The childminder provides children with opportunities to practise their early writing skills. As an example, during spontaneous play, children learn to draw shapes and show good levels of concentration. n The childminder recognises the importance of working in partnership with

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need to do better?

10 March 2020 parents. She shares information with them about their children's learning to keep them well informed. Parents are highly positive about their children's experiences in the setting. They say that the communication between them and the childminder is 'brilliant'. n Children receive lots of praise and encouragement for their achievements. For example, they hear positive language, such as 'well done', and get rewarded with stickers to celebrate their success. This helps children's self-confidence to flourish. n The childminder manages children's behaviour well. One of the ways she does this is by reminding children gently of her rules and expectations. Children show respect for their toys and resources. n The childminder uses the self-evaluation process to make positive changes that benefit children well. For example, following the last inspection, she has increased sensory play activities to raise children's natural curiosity and

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need to do better?

imaginations. The childminder acknowledges that children have limited access to toys and resources that reflect the similarities and differences between people in their community.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder undertakes regular training to enhance her knowledge of safeguarding issues. She is aware of what indicates that a child is at risk of harm and how to report any concerns to protect their welfare. Children receive good levels of supervision. This gives them high levels of confidence to play and explore the environment. The childminder checks that toys and resources are suitable for the use of children. She is good at teaching children good hygiene practices to minimise the spread of germs. This helps to promote children's overall health and physical well-being.

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should:

n extend ways to develop children's mathematical skills during activities n enhance the use of positive images, toys and resources in the learning environment to raise children's awareness of differences and similarities between people.

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Setting details

Unique reference number EY451283 Local authority Sutton Inspection number 10066320 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 1 Date of previous inspection 1 December 2015

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Information about this early years setting

The childminder registered in 2012. She lives in Worcester Park in the London Borough of Sutton. She operates her service from 7am until 5.30pm, Monday to Friday, all year round. The childminder holds a relevant childcare qualification.

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Inspection activities

n The inspector carried out a learning walk with the childminder and discussed how she organises the early years curriculum. She reviewed policies and discussed the procedures relating to children's safety and welfare with the childminder. n The inspector observed, listened to and talked with children as they played inside. She looked at children's records and discussed their learning with the childminder. n The inspector took account of the views of parents from their written communication. n The inspector spoke with the childminder about the impact of her professional development on children's well-being and learning. She interacted with children at appropriate times during the inspection.

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Inspection activities

10 March 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

10 March 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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