Childminder in Croydon

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Outstanding

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The provision requires improvement

Children are eager to join in with activities and thoroughly enjoy themselves. However, the childminder does not use her observations and assessments of children's learning to consistently focus on the next steps in children's development. This has an adverse impact on the progress children make. In addition, the childminder has not focused on her own professional development to improve the quality of education. Children listen to the childminder and follow instructions. They are patient and show respect towards each other. For instance, during snack time, children take turns, selecting their favourite fruit before sharing with their friends. Children receive healthy snacks and meals.

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The provision requires improvement

Parents are happy with the service provided. The childminder provides books for the children to read at home. However, the childminder does not work with parents as closely as possible to fully involve and support them to extend their children's learning at home. Children have opportunities to be physically active indoors and outside. Young children confidently use the climbing equipment. Older children manoeuvre around the garden on scooters.

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The provision requires improvement

Children are happy and enjoy their time at the childminder's home. They feel safe and form strong bonds with the childminder and her co-childminder. As a result, children display positive behaviour. However, the childminder has not developed methods to enable her to reflect on her practice and raise the quality even further.

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need to do better?

n At times, the childminder extends children's learning when they show an interest during activities. However, there are times when she does not fully extend children's learning. For instance, children are encouraged to identify the first letter of their name. The childminder then writes it for them. She does not extend their learning by encouraging children to have a go themselves. This would further develop their fine motor skills and build on their literacy development. n The childminder makes regular observations of children's achievements but does not always assess what they need to learn next. She does not use this information well enough to plan adult-led activities to extend the activity for some children who show high levels of interest. As a result, opportunities are missed to support the next stage of children's learning. n The childminder attends mandatory training and discusses her practice with her

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need to do better?

co-childminder. She shares some possible areas for improvement. For example, they have introduced a newsletter to keep parents informed about themes and activities. However, the childminder has not identified her own professional training needs to focus on the ways to support children to make even more

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need to do better?

15 February 2022 progress. n The childminder keeps parents up to date with daily updates. Nevertheless, she does not focus on providing more-detailed information about their children's learning and next steps to promote the best continuity between the setting and home. n The childminder encourages children to select songs and rhymes. She uses this opportunity to reflect on their previous learning about birds. Children enjoy using props when they count. For instance, young children count down in numbers as they sing, 'Two Little Dicky Birds Sitting on the Wall'. Older children are taught how to identify the names of birds they might find outside, such as 'robin redbreast'. This helps to build on their vocabulary. n Children are secure in the setting. The childminder provides a homely environment where children confidently access a range of resources. The childminder and her co-childminder provide consistent boundaries for children.

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need to do better?

As a result, children behave well and quickly respond when they are reminded to walk inside when they are excited. n The childminder and her co-childminder consider ways to develop opportunities for children outside the setting, such as forest school trips in the woods, to promote children's physical well-being. However, the childminder has not considered further systems to help to develop her teaching. n The childminder supports children to develop their understanding of the world. She links storybooks to cultural events. For instance, children hear the story of 'The Tiger Who Came to Tea'. Children learn about Chinese New Year and the Year of the Tiger. This provides children with opportunities to learn the importance of recognising similarities and differences between a broad range of cultures.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her co-childminder have a good knowledge of child protection issues, including wider safeguarding concerns. The childminder attends training to keep her knowledge of safeguarding up to date. She is able to identify signs that could indicate that a child is at risk of abuse. She understands the procedures to follow if she has any concerns about other professionals. She knows how to manage any allegations made against herself or other adults who have contact with children. The childminder checks the premises and removes any hazards, to keep children safe inside and outside.

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Due date

15 February 2022 ensure that observations and assessments are used effectively to plan sequenced learning and next steps for individual children during adult-led activities, to help them make greater progress 25/05/2022

p.3

Due date

improve self-evaluation and professional development so that weaknesses in teaching and understanding of the curriculum are swiftly identified and addressed. 25/05/2022

p.4

should:

n extend partnerships with parents and share more-detailed information with them about their children's learning to help to promote the best continuity between the setting and home.

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Setting details

Unique reference number EY364020 Local authority Croydon Inspection number 10137874 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 7 Date of previous inspection 1 July 2016

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Information about this early years setting

The childminder registered in 2007 and lives in South Norwood, in the London Borough of Croydon. She operates from Monday to Friday for most of the year. She has a diploma in home-based childcare at level 3. The childminder works with a co- childminder.

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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 Children spoke to the inspector at various times during the inspection. n The inspector carried out a joint observation with the childminder. n The inspector had a tour of the premises and a learning walk with the childminder. n The inspector sampled the childminder's documentation and discussed her knowledge of the requirements of the early years foundation stage. n The inspector took account of parents' views about the provision. n The inspector looked at relevant documentation, including evidence of the suitability of the people living and working on the premises. n The inspector observed the quality of teaching during activities, indoors and outside, and assessed the impact this has on children's learning.

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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

15 February 2022 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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