Childminder in Croydon

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not Met (with actions)

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The provision requires improvement

Children enjoy their time at this setting. They have strong and loving bonds with the childminder, who they routinely include in their play. Children develop a love of books and enjoy listening to familiar stories. They cuddle up with the childminder on the sofa and have fun as they recall what happens next. Overall, children become confident speakers and hear an abundance of new vocabulary. They communicate what they want to play with, what tools they need to use and when they need help. For example, children voice their opinions about playing with the dough indoors, rather than outdoors. They ask the childminder when they need help to use the toilet. However, the childminder does not consistently check children's understanding of vocabulary so they can later use it in the correct context.

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The provision requires improvement

Children learn about how to keep themselves and others safe. For example, they know if they run, they might hurt visitors. Children use manners and are, generally, polite. However, the childminder does not use opportunities for children to learn about the consequences of unkind behaviour. For example, when children are unkind towards others, the childminder does not help them understand how their words might impact on others. Neither does the childminder give emotional support to children who receive hurtful comments. This does not support the development of children's emotional literacy.

p.2

need to do better?

n The quality of education is variable. The childminder provides children with enjoyable activities that are based on their interests. Through their play, children learn to count and take turns. However, the childminder does not plan what it is they want children to learn, and how. This means that experiences the childminder provides do not consistently have as much impact on children's learning as they could. Neither do they consider children's individual learning needs. n Children readily involve the childminder in their play and the childminder follows children's imaginations. For example, when children show interest in the numbers on the calculator, the childminder encourages them to be shopkeepers. They discuss how much the cupcakes cost and how long the childminder will have to wait for them. This sparks much excitement and supports the development of mathematical understanding. n Children develop their independence. They put on their own boots when they

p.2

need to do better?

want to play outside and put them away, when finished. The childminder supports those who are learning to use the toilet. n Children demonstrate that they feel safe at the setting. They are excited to show the inspector around the setting, share the flowers they pick for her and tell her

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need to do better?

24 June 2021 about things they have learned, such as that tadpoles turn into frogs. n The childminder has obtained paediatric first-aid certification since the last inspection, as required. The childminder does some evaluation of their provision and undertakes continuous professional development, such as attending webinars. However, this is not fully effective, as the childminder has not accurately identified weaknesses to be able to improve them. For example, in developing an appropriate curriculum for the children attending and in working in partnership with parents. n Parents are happy with the care and education that the childminder provides for their children. They know that their children are learning about letter sounds and report that the childminder shares information with them about what their children have been doing. However, the childminder does not do enough to find out about, and be interested in, the child's cultural background. Neither does the

p.2

need to do better?

childminder work with parents to agree ways to manage children's behaviour consistently. n Children enjoy trips out in their local and wider community, such as to the park and the museum. This allows children to see and experience the world around them. However, children do not have access to opportunities, such as books and resources, that reflect the diversity of the world we live in nor their own identities and experiences. This does not support children's personal development nor help to promote a positive view of themselves and of others. n The childminder provides activities that support children to develop the muscles they later need for writing. For example, children enjoy manipulating and rolling play dough, pouring water into funnels and using small wands to blow bubbles.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has attended a child protection course and knows how to identify when a child might be at risk of harm. The childminder also knows the procedures to follow if there are concerns about children's welfare or if an allegation is made against a household member. The childminder has some knowledge about risks to children and young people in the wider community. However, this knowledge does not extend fully to all potential risks that might impact on children's lives. The childminder uses risk assessments to minimise hazards to children in the setting and when on outings. This means children can play safely.

p.3

Due date

24 June 2021 provide purposeful experiences for all children and take into account each child's individual learning needs to support their different stages of development, in particular their communication and language 20/08/2021

p.3

Due date

use information from parents about children's identities and experiences to provide consistent care and education that values children's individuality and supports their personal, social and emotional development. 20/08/2021

p.4

should:

n improve knowledge and understanding of risks to children and young people in the wider community that might impact on children's lives n develop an ongoing process of evaluation to identify and address weaknesses in practice and improve the quality of education.

p.4

Setting details

Unique reference number EY491276 Local authority Croydon Inspection number 10193697 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection 12 December 2017

p.5

Information about this early years setting

The childminder registered in 2015 and lives in the London Borough of Croydon. The childminder is available to work 8am to 6pm, Monday to Friday, all year, excluding bank holidays and family holidays.

p.5

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder talked to the inspector about what they want children to learn and they discussed the effectiveness of how they implement the curriculum. n The childminder showed the inspector around the premises and explained how they identify and remove any hazards to children's safety. n Children and parents shared their views with the inspector, who took these into account throughout the inspection. n The inspector looked at documents relating to the suitability of all those living or working on the premises, progress checks for children aged between two and three years and the childminder's paediatric first-aid certificate.

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Inspection activities

24 June 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

24 June 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

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