Childminder in Croydon

Overall effectiveness Good

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

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The provision is good

Children show that they are happy and comfortable in their surroundings. The childminder creates a very welcoming environment where children feel safe and secure. Children settle quickly and form strong attachments with the adults in the setting. The childminder and her assistant listen carefully to children's ideas and suggestions and include these into the activities on offer. For example, during a circle time activity children suggest a pen as a topic to sing about. Adults quickly create a rhyme about pens 'jumping up and down, breaking their tips' and 'needing to be taken back to the shop to be fixed'. This encourages children's use of imagination to develop their own thoughts and ideas. The childminder has high expectations of children's behaviour. She encourages them to follow simple house rules. For example, tidying away clay when it is finished with. In addition, the childminder speaks with older children about how the babies could pick up the

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The provision is good

pieces of clay and put it in their mouths if they don't put it away. This contributes well to children's understanding of others and how to keep each other safe. The childminder has implemented notice boards and daily diaries to ensure communication with parents is maintained while they are unable to enter the setting, in light of the COVID-19 pandemic.

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need to do better?

n The childminder has a clear vision for children's experiences. She skilfully uses her understanding of children's development to consider what children's individual learning needs may be before they start attending. As children attend, the childminder makes accurate assessments of what they already know and can do. She uses this to plan effective next steps to extend their learning and development further. For example, the childminder understands early skills such as maintaining eye contact. She uses sounds, smiles, and toys to encourage children to look towards her during interactions. n Children benefit from a broad and enriching curriculum. The childminder has high expectations for children's learning and plans a range of fun activities that help them to develop new knowledge and skills. She provides opportunities for children to learn about each other's cultural celebrations. The childminder has

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need to do better?

included themes related to Eid into the planned activities, so that children experience this festival as part of their everyday play and learning. n The childminder supports children's communication and language development exceptionally well. Adults use stories, songs and rhymes and talk to children about their play, introducing a wide range of new words. In a sorting activity with young children, adults comment how children have posted the 'red ball into the red hole'. Adults support children in their language through discussions at mealtimes. They use words such as 'sweet, salty, crunchy' and 'sour' to describe the food they are eating.

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need to do better?

10 May 2021 n The approach used to support the emotional well-being of children is a strength of both the childminder and her assistant. They are meticulous in their approach to children's intimate care routines. Practitioners talk to the children about what is happening, sing and use a range of facial expressions during nappy changes. Babies laugh, clap and babble with excitement in response. The childminder also focuses well on older children's emotional readiness as they prepare for school. n Older children take care of their hygiene routines such as handwashing independently. Babies feed themselves and hold their own cups, due to the positive support from the childminder and assistant. At mealtimes, adults role model using their spoon and then encourage them to try themselves. n The childminder has a range of methods to communicate and share information with parents, these are not always used as well as they could be to engage all

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need to do better?

parents. Occasionally, some children miss out on having their learning experiences and interests from home being used within the setting. n The childminder ensures that assistants have a thorough induction and access a wide range of training courses to support their practice. This reflects well in the interactions and activities provided by the staff in the setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have a secure knowledge of a range of safeguarding issues and have recently attended training to ensure they have the most up-to-date information. The childminder has also attended training as a designated safeguarding lead, to enable her to support her assistant with any safeguarding issues that may arise. The childminder and her assistant thoroughly risk assess the environment and support children in taking their own appropriate risks during play. They have appropriate ways of recording and sharing accidents and injuries with parents.

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should:

n strengthen the systems in place to support parental involvement in their children's learning.

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Setting details

Unique reference number EY547385 Local authority Croydon Inspection number 10151435 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 8 Date of previous inspection 10 March 2020

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Information about this early years setting

The childminder registered in 2017 and lives in Purley, Surrey. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a level 6 qualification in childcare and education. She also employs an assistant who holds a full and relevant childcare qualification.

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Inspection activities

n This was the first routine inspection the setting received since the 2020-21 COVID-19 pandemic. The inspector discussed the impact of the pandemic with the setting and have taken that into account in their evaluation of the setting. n The childminder and the inspector completed a learning walk together. n The inspector carried out a joint observation with the childminder. n Parents were invited to share their views of the setting in discussion with the inspector. n The inspector held discussions with staff and made observations of their practice.

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Inspection activities

10 May 2021 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 May 2021 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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