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 provides a safe and secure environment for children to play and learn in. This helps children to settle quickly and feel happy in the setting. Older children comment that they enjoy playing and singing with the childminder. Children of all ages respond positively to the childminder, who gives them plenty of cuddles and encouragement. They feel reassured knowing that the childminder is nearby to offer support, if needed. This is particularly beneficial for children who have recently joined the setting. For example, younger children who are learning to walk, do so with increasing confidence. The childminder uses positive praise and encouragement to help children to thrive and gain important skills. Children develop good levels of social and emotional well-being.

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The provision is good

The childminder teaches children to communicate their needs in positive ways. For example, she encourages children to use words to express their thoughts and feelings. Children show their increasing confidence, including when they interact with unfamiliar adults. The childminder has high expectations for children's behaviour. She expects children to listen and follow age-appropriate instructions. Children behave well. They are friendly, and polite and know how to play nicely with their friends.

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need to do better?

n The curriculum for communication and language development is good. The childminder makes effective use of opportunities to talk and ask children meaningful questions. She reads storybooks to children and encourages them to repeat words. Children are motivated to learn. n Children have daily opportunities for fresh air and exercise, to help to promote a healthy lifestyle. However, the childminder has not fully considered how to make effective use of the setting's outdoor space to support children who prefer to learn in the natural environment. n The childminder seeks the views of parents to help her to evaluate the quality of the setting. For example, following comments from parents, she continues to promote children's good independence skills. The childminder acknowledges that she does not fully incorporate information and communication technology into the curriculum to develop children's understanding of this area.

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need to do better?

n The childminder has high expectations for children's learning and development. She observes and assesses their learning well. The childminder collects information to plan a curriculum that builds on what each child knows and can do. As an example, she plans activities to develop older children's early writing and reading skills. Children make good progress from their starting points in learning. n Children behave well. They show good social skills when playing with their

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need to do better?

10 November 2021 friends and interacting with adults. Children have strong bonds with the childminder. They share lots of laughter and cuddles together. A good example of this was observed when younger children played peekaboo with the childminder. n Children have good opportunities to initiate their own play. For example, younger children delight in stacking cups and rolling soft balls. The childminder gets involved in these activities, which adds to children's enjoyment. During these activities, the childminder makes sure that children hear number words, to help to develop their early counting skills. n The childminder helps children to learn about the traditions and cultures of others. She plans activities to help children learn about various celebrations, such as Chinese New Year, to teach them about different people and communities. n Partnerships with parents are good. Parents find that the childminder is a

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need to do better?

'passionate' practitioner, who communicates very well with them. Children benefit well from this effective partnership. n Partnerships with other professionals, such as school teachers, are strong. The childminder establishes a two-way communication with teachers to help promote continuity in children's care and learning. n The childminder promotes her professional development. She attends online training and liaises with other childminders. Following training, the childminder has increased her knowledge of how to better support children with additional learning needs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder implements effective procedures to safeguard children. This includes protecting children from the possible risks associated with the use of mobile phones in the setting. Children receive good levels of supervision, such as when on outings and during sleep times. The childminder has a secure understanding of safeguarding issues as well as signs that might indicate that a child is at risk of extremist behaviours or views. She knows the steps to take should there be any concerns about a child's welfare.

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should:

n make more effective use of the outdoor area to better support children who prefer to learn in the natural environment n enhance knowledge of how to further support children's early understanding of information and communication technology.

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Setting details

Unique reference number 2505303 Local authority Croydon Inspection number 10207749 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 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in the London Borough of Croydon. She operates all year round from 7.30am until 6pm, Monday to Thursday. The childminder holds a relevant childcare qualification at level 2.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 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 inspector observed the quality of education during activities indoors and outdoors, and assessed the impact these have on children's learning. She accompanied the childminder and children on the school run. n Parents spoke with the inspector and left written feedback to share their views on the setting. Children also interacted with the inspector at appropriate times during the inspection. n The childminder completed a learning walk with the inspector and discussed the setting's curriculum. n Relevant documentation and evidence of the suitability of people living on the premises were checked.

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Inspection activities

10 November 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

10 November 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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