Quinn-Jones, Cheryl Ann

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Children receive a warm welcome from the childminder and her assistant when they arrive at the safe, secure setting. Children choose their favourite toys to play with and show an interest to join in. Babies have suitable opportunities to develop their physical skills, such as during 'tummy time'. However, adults do not have high enough expectations of what younger children can achieve. Babies and younger toddlers are not always supported in their independent play effectively. For instance, at times, adults do not ensure that babies have access to the necessary resources they need to help support their good development. This leads to them becoming restless and bored, and hinders the progress they are capable of making. Nonetheless, older children are focused and engaged well, particularly during story time. They laugh, join in with the stories read to them and begin to develop suitable early literacy skills in preparation for their move to school.

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The provision requires improvement

Children learn about appropriate hygiene practices but they do not have opportunities to wash their hands independently. Overall, children behave well. Although, sometimes, the childminder and her assistant are not consistent in how they support children's behaviour. For example, children are supported to put away resources when asked to, but at other times are allowed to ignore the request.

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need to do better?

n The childminder knows the children in her care well. She know what they like and helps them to explore their interests. However, on occasions, the childminder and the assistant are not skilful enough in their interactions to provide children with challenge and extend their learning further. For example, children enjoy playing with trains, but adults do not help them to build on the skills they already have to aid their good development. As a result, they do not make as much progress as they could. n The childminder and her assistant support children's communication and language skills suitably. Children enjoy singing lots of nursery rhymes. Adults give them the opportunity to choose the songs they want to sing. During adult- led activities, the childminder introduces new words for children to learn, to help them broaden their vocabulary. She asks open-ended questions well to help encourage children to share their ideas.

p.2

need to do better?

n Children are able to feed themselves during mealtimes. However, the childminder and her assistant are not consistent in helping children to develop good self-help skills. For instance, they do not teach children how to do things for themselves first before doing it for them, such as taking off their own coat and peeling their own fruit at snack time. This means they do not make good levels of progress in their personal development and are not fully ready for the next stage in their development.

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need to do better?

18 November 2021 n Children are confident. Adults provide praise when children succeed and do something well. However, they are not consistent when teaching children about how they should behave and why, in order to help deepen their understanding about the behavioural expectations. As a result, at times, children do not listen to instructions or follow the rules. This hinders the progress children make in their personal, emotional and social development. n The childminder and her assistant have completed mandatory training, such as paediatric first aid, and refresh their safeguarding knowledge. However, the childminder has not planned the childminding assistant's professional development programme well enough to address gaps in their knowledge and skills. The childminder does not identify areas in her assistant's practice to develop, in order to enhance the quality of provision. n The childminder and her assistant are kind and caring. They build close bonds

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need to do better?

with children and support their emotional well-being effectively. For example, they give babies cuddles and make eye contact as they feed them. Children have suitable opportunities to learn about themselves and others. For instance, the childminder sings songs to children in their home language to help them feel that their heritage is valued. n The childminder forms positive partnerships with parents. Parents are enthusiastic about the support and care their children receive from the childminder. For example, they say that they receive daily updates about their child's learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant understand their safeguarding responsibilities. They recognise the possible signs that may indicate a child is at risk of harm and who to report their concerns to. The childminder and her assistant supervise the children well so that they are kept safe in the setting. They also have a good knowledge of wider safeguarding issues, such as the 'Prevent' duty guidance, and understand the possible signs that may show a child is at risk of radicalisation.

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Due date

implement an effective programme of professional development, particularly for assistants, to improve knowledge and skills, and to raise the quality of teaching in the setting to a good level 30/12/2021

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Due date

18 November 2021 improve adult interactions with children to ensure that they are all appropriately challenged and able to make good levels of progress. 30/12/2021

p.3

should:

n develop the opportunities children have to learn to do things for themselves, to fully support their independence in managing their own personal needs n improve knowledge of how to manage children's behaviour so children understand what the behavioural expectations are and why they are necessary.

p.4

Setting details

Unique reference number EY561588 Local authority Croydon Inspection number 10207669 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 8 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019. She lives in South Croydon, Surrey. The childminder holds an appropriate early years qualification at level 3. She works with an assistant. The childminder operates Monday to Thursday from 7.30am to 5.30pm.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 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 childminder took the inspector on a learning walk and explained what she wants the children to learn. n The inspector observed children in their play and evaluated a teaching activity with the childminder to review the quality of education. n The inspector observed the interactions between the adults and children and considered the impact on children's learning. n Parents provided feedback about their experiences of the setting through discussions held and written statements. n The inspector viewed a range of the childminder's documentation, including her policies and procedures.

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Inspection activities

18 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

18 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

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