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

Children arrive at the childminder with great expectations for their day. They know the routine well, which has been adapted during the COVID-19 (coronavirus) pandemic to include leaving their shoes and coats on pegs in the foyer. Children wash their hands on arrival. They play in a bright, clean and safe environment, where they demonstrate that they are happy and enjoy being with the childminder and her assistant.

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The provision is good

Children develop communication skills throughout their play. For example, they listen to stories and nursery rhymes, and have access to a wide range of books. This serves to ignite their passion for reading. They engage with and concentrate on listening to stories for an extended period of time. In this way, they show excellent listening and attention skills for their age. The childminder and her assistant use a wide variety of vocabulary for children to copy as they develop their ability to speak. Children take an interest in books and songs, and this helps them to build their understanding of words and the English language.

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The provision is good

Children are confident. They have good self-esteem and are self-assured. They communicate their needs and ask questions of the childminder and her assistant, when needed. Children express their likes and dislikes freely. The childminder and her assistant promote children's decision-making skills by giving them choices about the activities that are available.

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need to do better?

n Young children behave well, and enjoy doing things for themselves. For example, with the childminder's and her assistant's support, children serve their own meals at breakfast, snack and lunchtime. They share and take turns happily during their play. Children put their shoes on to go outside, and they help to tidy away the toys. Children develop key skills and attitudes that prepare them well for the future. They sit cooperatively together during mealtimes, and eat healthy foods and snacks. n The childminder and her assistant support children's learning across the curriculum effectively. Children have access to both indoor and outdoor environments with a broad range of resources to engage them in learning. The childminder and her assistant interact with children to teach them. The childminder has introduced interesting activities and resources to develop children's speech and communication further. For example, children engage with

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need to do better?

'Wake and Shake' sessions daily. n Parent partnership working is strong. Parents report that they are happy with the care and learning that their children receive. Parents say that the childminder and her assistant are flexible in supporting new children settling in.

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need to do better?

26 August 2021 They receive regular feedback about their children's learning. When their children reach two years old, the childminder completes a progress check on each child and discusses her findings with their parents. n The childminder and her assistant collect information from parents and use their own professional observations to decide the starting points of each child. Staff plan appropriate activities for all children to enjoy. All groups of children make good progress compared to their starting points on entry, including those who are in receipt of funded early education. n The setting is inclusive in its practice. Children learn about the world around them, celebrating the diversity of all children and families. Children learn about festivals and religious events which reflect the traditional background of them all. This helps to create a sense of belonging for all children. n The childminder makes ongoing, robust risk assessments in the areas of her

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need to do better?

home and around the safety of the children's activities. She routinely checks the outdoor environment and play equipment to ensure they are safe for children. n The childminder and her assistant have high expectation for children's behaviour and conduct. They set clear rules and boundaries, and give children consistent messages about their high expectations. If behaviour and conduct are unacceptable, this is dealt with in a positive manner. For instance, they explain to children why they have to wash their hands again before mealtimes, having touched dirty socks. They explain to them that the socks could put germs on their hands. n The childminder and her assistant are passionate about children's learning. They cleverly build on children's knowledge and experiences, and recognise what they already know and can do. They skilfully monitor their progress and address any gaps quickly. However, occasionally, the childminder does not allow children to

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need to do better?

follow their interests to meet their individual needs. For example, when children finish eating at mealtimes, they are not allowed to leave the table until all their peers have also finished eating, even if they want to go to play.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her responsibility to ensure children's safety. Similarly, the childminder's assistant has good safeguarding knowledge. They know the possible signs to be aware of that could indicate that a child is at risk of harm. The childminder and her assistant know the correct procedure to follow if an allegation were to be made against either of them. The childminder carries out regular risk assessments of her home to ensure she provides a safe environment for children to play in. Both the childminder and her assistant keep an up-to-date paediatric first-aid certificate.

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should:

26 August 2021 n encourage children to follow their interests and engage in play that will meet their individual needs.

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Setting details

Unique reference number EY553492 Local authority Sutton Inspection number 10174231 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She lives in Croydon and works with her co- childminder, in the London Borough of Sutton. She is available Monday to Friday, from 8am until 6pm, all year round. She provides funded places for children aged three years.

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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 their evaluation of the setting. n The inspector observed activities indoors and outdoors and assessed their impact on children's learning and development. n The inspector observed and evaluated an activity with the childminder. n The inspector spoke to parents during the inspection and took account of their views. n The inspector held a meeting with the childminder and her assistant. He looked at relevant documentation, including evidence of the suitability of adults in the home. n A learning walk was undertaken around the childminder's home to understand how the early years provision and the curriculum are organised.

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Inspection activities

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

26 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

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