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

The childminder and her assistants provide a welcoming and safe home environment. Children are happy and engaged in their activities while in their care. They have a wide and exciting range of learning opportunities, including practical life-skills activities. Children are familiar with the routines and readily help to find their coats and shoes for garden play. They make independent choices in their play and are eager to explore the extensive range of toys. Children are keen to join activities, such as singing and circle time, which they do with enthusiasm. They have opportunities to revisit experiences to practise skills and consolidate what they are learning. The childminder and her assistants work together to have a curriculum for all children to make progress, including those that are falling behind or children who speak English as an additional language (EAL). Children's uniqueness is supported by the childminder through celebrating festivals and

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The provision is good

special occasions that are important to the child.

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The provision is good

The childminder has high expectations for children's behaviour and teaches them right from wrong. Children listen to instructions and display motivation as they investigate the new dentist role play area. They are becoming increasingly independent. Children manage their own personal care needs well, and learn to keep themselves safe. For instance, they demonstrate good hygiene practices and know to regularly wash their hands to remove germs.

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need to do better?

n The childminder gathers a range of information from parents when children join the setting. She finds out information about children's routines, likes and dislikes, and what they can do. The childminder uses this information to help her to plan for children's next steps in learning. This enables her to develop an ambitious curriculum for all children. The childminder provides experiences that are based around what she wants the children to learn and what children enjoy doing, in order to maintain their focus and attention. n The childminder has a sound understanding of her role and responsibilities. She works closely with her assistants to evaluate the provision. For example, they have recently worked together with parents to update their menus. This means that they asked parents for recipe ideas for their own traditional meals so that all children experience different cultural foods. n The childminder and her assistants interact positively with children and play

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need to do better?

alongside them. Children are motivated and engage in activities, enjoying their time to play. For example, during an activity about oral health, younger children enjoyed using beans to add 'teeth' to the play dough mouth. Older children developed their arts and crafts skills as they made mouths and counted teeth they added. However, at times, children's play is directed by the childminder or

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need to do better?

20 September 2021 her assistants, and the focus is placed more on the end result of the activity rather than what children are learning. This results in children having limited opportunities to explore and express their own ideas. n The childminder and her assistants are good role models. Children's communication and language development is supported well. The childminder engages children in meaningful conversations and models good conversational skills. For example, she introduces new vocabulary as children explore different herbs to cook with in the mud kitchen. She speaks clearly and uses the repetition of language to help all children to pronounce words correctly. This supports children with EAL to join in as they hear correct pronunciation when developing their vocabulary. n Children enjoy a range of healthy, home-cooked meals and snacks. Mealtimes are sociable occasions where children chat to the childminder. They talk about

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need to do better?

their favourite fruits and vegetables. The childminder uses this opportunity to help children to be as independent as possible. Younger children practise feeding themselves with a spoon, and older children help to cut their banana and serve their own meals. Children begin to develop a healthy lifestyle as they develop their physical skills in the garden. For example, they ride on toys and work together to make the see-saw move. Children enjoy regular yoga sessions to support their mental and physical health. n Parents speak highly about the childminder and compliment the quality of care she provides for their children. They praise the activities and experiences their children are provided with, and say that their children benefit from attending the childminder's setting. Parents comment that they are kept well informed about the activities their children engage in each day and find the home learning packs

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need to do better?

useful in enhancing children's learning at home. They commend the childminder for adapting ways of communication during the COVID-19 (coronavirus) pandemic so they remain part of their children's learning experiences. n The childminder monitors her assistants' practice, and together they update their skills and knowledge on a regular basis.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a thorough knowledge of safeguarding matters, including extreme views and behaviour. She knows how to recognise when children might be at risk of harm, and ensures her assistants also understand the procedures to follow and the people and agencies to inform if they have concerns. The childminder understands what to do if an allegation is made against her or her assistants, as well as a member of her family. She checks her premises daily to ensure that they are safe for children to use. The childminder has robust recruitment procedures and ensures her assistants' ongoing suitability to work with children.

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should:

n encourage children to explore and express their own ideas and build on their learning, particularly during adult-planned activities.

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Setting details

Unique reference number EY552559 Local authority Croydon Inspection number 10174037 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 14 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, Surrey. The childminder operates her service Monday to Friday, from 7.30am to 6pm. She holds a level 6 qualification and works with two assistants. The childminder offers funded places for two-, three- and four-year-olds.

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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 the evaluation of the setting. n The childminder took the inspector on a learning walk of the premises, and explained the planned learning from the activities on offer. n Interactions between the children and the childminder and her assistants were observed, and the learning that took place was discussed. n The inspector held telephone calls with parents to gather their views of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector reviewed documents relating to record-keeping, suitability and safeguarding.

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Inspection activities

20 September 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

20 September 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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