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 Not applicable

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The provision is good

Happy and respectful relationships characterise this early years setting. Children are very settled here, and parents say their children joyfully anticipate their time with the gentle and playful childminder. The childminder listens to and interprets children's early speech attempts. She responds to them, modelling full sentences and good vocabulary. These exchanges promote good communication and language skills. The childminder takes time to get to know and understand the children. Using her comprehensive curriculum, she plans an individual learning schedule for each child, focusing on their interests, learning needs and stages of development. The childminder's interactions with children are of a good standard. She uses her experience to introduce ideas when children are fully engaged in their play. This helps to advance their progress. Children are frequently reminded to be mindful of the needs of others. This emphasis on considerate actions encourages

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The provision is good

them to develop positive attitudes and kind behaviour. The childminder fully recognises parents as partners in their children's learning, communicating thoroughly and extensively with them. She takes on board their views, and acts on their wishes and recommendations. This relationship is conducive to providing a secure learning environment in which children thrive.

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need to do better?

n Children become busy and independent learners, confidently exploring their surroundings and selecting resources that interest them. They are encouraged to persevere at an activity, and their efforts are praised. This supports them to gain confidence in their own abilities. Children are the leaders in their own learning. For example, if a line of ants crawling along a path suddenly becomes a new area of interest, the childminder embraces this change in learning direction with the same excitement as the children. This flexible style of teaching supports children to stay engaged in their learning. n The curriculum is broad and comprehensive. The childminder has a clear vision of what children need to learn in order to be ready for their next steps, and for when they start school. She makes sure learning is sequential and embedded, before moving on with new targets. The childminder does this by observing

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need to do better?

children regularly and assessing what progress has been made. She repeats activities with children, sometimes adjusting them to be more effective. By allowing children time to practise new skills, she can be sure that their learning is secure. n The childminder gives children a good awareness of communities beyond their experiences by using books and songs, and taking them on visits to shops where different food items are discussed. Children are involved in helping to prepare and sample different Ghanaian dishes that the childminder cooks. They experience outings on public transport, where they enjoy ringing the bell to stop

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need to do better?

13 July 2021 the bus and tapping their travel card to pay. Children relish trips to the farm to learn about the natural world, and to the park where they learn to run, climb and balance on equipment, enhancing their gross motor skills. They attend playgroups where they can interact with other children and their carers, developing social skills. These experiences support children to appreciate the wider world, and build on their cultural capital. n The childminder supports children's learning well by using open questioning, but occasionally they are not given enough time to think through and provide a response. n The childminder sees each child as unique. Skillfully, she understands that progress and achievement will look different depending on a child's learning needs. The childminder knows that a small improvement can be significant, and this approach helps to establish an inclusive learning environment. Children of

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need to do better?

different abilities can make steady progress, as small incremental steps are acknowledged and built upon. However, children do not fully benefit from a range of visual aids, especially during group time, to support their learning. n Professional development is a priority to the conscientious childminder. She understands the value of her professional knowledge, and its impact on children's learning. She undertakes regular training to keep her skills up to date.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of child protection issues. She knows how to recognise signs that a that a child is at risk of abuse, and take action if this is the case. The childminder keeps her knowledge current by accessing training, including how to keep children safe from radical and extreme views. She has developed a safeguarding policy that she shares with parents, and has considered what she would do in various safeguarding scenarios. The childminder carries out risk assessments for her home. This ensures that children play in a secure environment.

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should:

n strengthen opportunities for children to be able to think and answer questions n maximise children's early communication and language skills through developing the range of visual signs used during group times.

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Setting details

Unique reference number EY549581 Local authority Croydon Inspection number 10174026 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 0 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She lives in Thornton Heath, in the London Borough of Croydon. She operates from 7.30am until 6pm Monday to Friday, all year round.

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Inspection activities

n This was the first routine inspection the setting received since the 2020-21 COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector completed a learning walk of the setting to understand how the provision and curriculum are organised. n The inspector looked at a sample of the childminder's documents. This included relevant policies and evidence of the suitability of all those living or working at the setting. n The inspector spoke with the childminder and the children at appropriate times throughout the inspection. n The inspector completed a joint observation and evaluated this with the childminder. n The inspector took account of views from parents via a phone call.

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Inspection activities

13 July 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

13 July 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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