Childminder in Croydon

Overall effectiveness Good

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

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The provision is good

Children are happy and confident in this safe and welcoming environment. They choose from the good range of resources which supports children to play their own games. They are motivated and eager to engage in activities. Children thoroughly enjoy being creative with construction materials. They skilfully make crowns, which they put on and parade around the room with them on their heads. Children have fun visiting the local library, parks and places of interest. They have regular opportunities to build wider friendships and develop their social skills.

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The provision is good

Children use their imagination as they play with the small-world people on the winter wonderland table. They take Santa on sleigh rides. Children develop their thinking while the childminder plays alongside them making comments and asking questions. Children respond and show that they are becoming confident and skilful communicators. They show exceptional consideration for each other as they pull out each other's chairs at mealtimes. Children respond positively to the childminder's high expectations and consistent approach to managing behaviour. Children develop good self-esteem because the childminder continually praises and encourages them. They are very friendly, and their behaviour is impressive.

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need to do better?

n All children are welcomed and valued in this very inclusive setting. They are developing a keen awareness of the wider world around them. Children develop an excellent understanding of other people's similarities and differences. For instance, they consider what Christmas is like in different parts of the world. They learn about different traditions and customs in places such as Europe, Africa and Asia. n The childminder fosters children's early reading and writing skills successfully. For example, children explore the marks they make with coloured pens as they draw. The childminder displays books attractively around the room to spark children's curiosity. She ensures that story time is included in the daily routine. n Partnerships with parents are effective. The childminder implements a settling-in period which enables her to get to know children and their families well from the start. She works closely with parents to help new children settle well. The

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need to do better?

childminder and the parents regularly exchange information relating to children's development, which helps them to make good progress. n Children begin to use numbers in their play, and the childminder reinforces this effectively. She encourages them to count, name colours and shapes. She introduces mathematical language throughout their play. This helps to support children's readiness for school. n The childminder knows the children well and understands what she needs to do to help them move on to the next stage in their learning. She continually makes

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need to do better?

9 December 2021 mental notes for herself, which helps her to identify any gaps in children's learning. This supports her to plan focused activities to meet individual children's needs. n Children regularly play outdoors and visit local parks. They concentrate intently when they make bird feeders. They practise using their small-muscle skills to thread cereal onto string, ready to take to the park to hang on trees. Children have good opportunities to develop their physical skills. n Although the childminder has developed some good partnerships, such as with her co-childminder and parents, she has not considered the benefits to developing stronger links with schools. Therefore, sometimes, the childminder does not plan consistently for children's learning. n The childminder regularly evaluates her setting and activities to improve her service. She attends training courses to build on her knowledge and understanding. For example, after completing attachment theory training, the

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need to do better?

childminder has organised the environment to support children's emotional needs, so they feel secure. n The childminder promotes children's healthy lifestyles well. She encourages children to follow good hygiene routines. Children learn to make healthy food choices. They discuss the benefits of eating healthy food. For example, children know that yoghurt cereal bars are 'good for teeth' and chocolate bars are not.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder conducts effective risk assessments both indoors and when planning an outing. She takes action to manage or eliminate risks to the children so that they can play safely. The childminder is vigilant and knows how to identify children who may be at risk of harm. She understands the signs and symptoms of abuse and who to contact should she have a child protection concern. She keeps her safeguarding knowledge up to date and is clear about wider issues, such as the risks of children being exposed to extreme behaviours or views.

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should:

n strengthen partnerships with other early years settings where children attend, in order to provide a consistent approach to children's care and learning.

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Setting details

Unique reference number 2515691 Local authority Croydon Inspection number 10207904 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 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in South Norwood, in the London Borough of Croydon. She operates all year round 7.30am to 6pm, Monday to Friday.

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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 showed the inspector around the areas of her home used by children and explained how she supports children's learning and development. n The inspector observed the interactions between the childminder and children and assessed the impact on children's learning. n The childminder and the inspector evaluated an activity together. n The inspector spoke to the childminder and children at appropriate times during the inspection. n Parents' written feedback was read and taken account of by the inspector. n The inspector reviewed documents, including those relating to first aid, insurance and suitability.

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Inspection activities

9 December 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

9 December 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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