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 Not applicable

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The provision is good

The childminder provides a very welcoming, calm and relaxing environment. Young children very quickly settle and build positive relationships with the childminder and her family members. Young children snuggle up to the childminder when they are unsure of visitors. Nevertheless, they very quickly settle and start keenly to explore their surroundings. This suggests that children feel safe and are emotionally secure. Parents say they very much appreciate the childminder's ongoing help and support during the COVID-19 (coronavirus) pandemic, when several parents continued their work as key persons during the national lockdown. Parents describe the childminder as understanding and very helpful. Children grow in confidence and enjoy the company of the childminder and her children. For instance, young children sit back and enjoy time swinging on a garden chair with the childminder's children. Children's personal, social and emotional development is good. The

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The provision is good

childminder skilfully provides a range of experiences to help all children make good progress from when they first start. She knows what she wants them to learn next and what interests them. This helps children to engage in activities they enjoy. Children are eager learners and watch in wonder as the childminder blows bubbles. Young children very quickly make good attempts to have a go themselves. They excitedly wave their arms up and down to burst bubbles.

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need to do better?

n The childminder is sensitive and responsive to children's needs. She promptly tends to younger children's care routines and successfully uses these routines as learning opportunities. For example, the childminder says, 'one, two, three' as she counts children's toes to promote their early counting skills. She recognises when children are hungry and tired, and follows children's home routines. Children benefit from a healthy snack, and she provides a quiet place for them to sleep and rest. n Young children make good progress in their early communication and language skills. They enthusiastically begin to communicate in a range of ways and eagerly communicate their needs and wants, such as by using single words, pointing and babble. n Children enjoy feeling the different textures of flowers and leaves. The childminder helps children to learn new words and further extend their vocabulary, teaching them new words, such as 'rough' and 'smooth'. She repeats

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need to do better?

what children say, comments on their play, and labels objects, such as 'jugs' and 'spades'. The childminder confidently promotes children's early speaking skills to a good level. n The childminder reflects on her practice and successfully accesses training, such as paediatric first-aid training and safeguarding training, as required. However, she has not accessed other professional development opportunities to extend

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need to do better?

2 August 2021 her skills and further improve the quality of education. n The childminder works well with parents and keeps them well informed about their child's learning, development and care routines. For example, the childminder provides parents with a 'daily diary' to ensure a consistent approach, in particular for the youngest children. Parents comment very positively about the childminder and also say she is kind and caring. n The childminder supports children who speak English as an additional language. For example, she learns key words in the children's home language. Nonetheless, the childminder recognises more could be done to further support and celebrate children's home experiences and cultures. n Children's transition to school is supported very well by the childminder. She promotes children's independence and self-help skills in readiness for school. The childminder provides the school's teaching staff with a short summary of

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need to do better?

children's learning and development to help a smooth transition to school and maintain a consistent approach. n The childminder has a good understanding of how children learn, and she plans activities and experiences to help them. Young children concentrate and engage in activities they enjoy for extended periods of time. They thoroughly enjoy using a range of scoops and one-handed tools in a large sand pit to further explore texture, volume and capacity. Children splash and enthusiastically pour water from large and small jugs. They notice what happens when they throw water up in the air and splash their bare feet in the water and sand.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a good understanding of safeguarding and child protection. She recognises the importance of keeping her safeguarding knowledge up to date, and knows the signs and symptoms that may indicate a child is at risk of harm. The childminder is confident of the local procedures for reporting any concerns about the safety and well-being of children in her care. She has good knowledge of wider safeguarding issues, such as protecting children from extreme views and behaviours.

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should:

n seek professional development opportunities to further improve the quality of education n make the most of what is known about children to further value and celebrate their home languages, cultures and beliefs.

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Setting details

Unique reference number EY553868 Local authority Sutton Inspection number 10174781 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 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018. She lives in Sutton, Surrey. The childminder operates her service Monday to Thursday, from 7.30am until 6pm, for most of the year. The childminder has a childcare qualification at level 3.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID 19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the setting. n A range of documentation was viewed by the inspector, including public liability insurance, safeguarding policy and procedures, and paediatric first-aid qualification. n The inspector observed children and the childminder taking part in activities, and assessed the impact this has on children's learning. The inspector and the childminder discussed one of the learning activities for children, and considered its success. n The inspector took account of the views of parents from written feedback provided.

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Inspection activities

2 August 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

2 August 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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