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 Good

p.1

The provision requires improvement

Children take part in different activities and use a range of tools to develop their hand-to-eye coordination. However, the childminder does not consistently plan for all children's individual learning needs. She does not make sure that all activities challenge children of different ages and stages of development. This does not support individual children in the next stage of their learning to help them to make progress. The childminder does not consistently share information with parents and other settings that children also attend, to gain a consistent knowledge of children's learning needs. Having said that, the childminder has formed positive partnerships with parents. She has developed systems to give them daily updates about their children's day.

p.2

The provision requires improvement

The childminder provides a warm and welcoming environment. Children are settled and safe. They are confident and play independently. Children enjoy engaging in activities with the childminder, her co-childminder and their friends. For instance, children select from a wide range of books. They delight in looking at the pictures to tell each other stories. The childminder and the co-childminder have high expectations for children's behaviour. Children concentrate well as they sit and listen to the childminder reading stories. Children develop their independence skills during daily routines. For instance, they help to clear the table to prepare for healthy snacks and mealtimes. Children's behaviour is good.

p.2

need to do better?

n The childminder provides opportunities for children to understand the natural world. For instance, while making bird feeders, children learn to manage knives to spread the lard and then cover it in birdseed. However, during adult-led sessions, the childminder does not adapt activities to meet the needs of children who are at different stages of development, to enable all children to make even more progress. n Overall, the childminder knows what children need to learn next. However, she does not use this information well enough to plan for differentiation during activities. For instance, the childminder does not respond to children's high levels of interest exploring some resources. In addition, she misses opportunities for children to explore mark making and writing their own names. n Parents comment that they are happy with the care their children receive. However, the childminder does not consistently build on her partnership with

p.2

need to do better?

parents. For instance, she does not encourage parents to contribute regularly to their children's ongoing development, to support their children's learning further at home. n The childminder understands some of the skills that children need, in order to prepare them for school. However, she does not gather and share information

p.2

need to do better?

15 February 2022 with other settings that children also attend, to build consistent support to meet children's needs. n The childminder works with parents to meet children's care needs effectively. She gathers information about babies and their medical conditions. This helps to support their personal care needs. n The childminder completes training to enable her to develop her skills to support children with special educational needs and/or disabilities (SEND). Following training, the childminder has introduced visual timetables. This helps children to understand what activities they are doing next. Children follow instructions and behave well. n Children settle quickly. From a young age, they confidently explore the learning environment and show a sense of belonging. The childminder provides opportunities for children to access regular fresh air and exercise outdoors. n The childminder provides a safe learning environment for all children. Children

p.2

need to do better?

access a range of resources. They show determination during activities. For instance, older children spend time trying to work out how to make the bricks balance as they build their tower. They work alongside young children, sharing and taking turns to make things work. Children understand the expectations that the childminder and her co-childminder have of them. n Children have opportunities to learn about their local community. For instance, they have trips to the park and toddler groups. This helps to build on children's social and emotional skills. n Children enjoy physical exercise. For example, during circle-time activities, children join in to sing 'head, shoulders, knees and toes'. The childminder encourages children to identify different parts of their bodies. Children develop an understanding about what makes them unique.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and the co-childminder access training to develop their safeguarding knowledge. This includes maintaining paediatric first-aid certificates. The childminder has a good understanding of child protection. She recognises the signs of abuse and knows how to report any concerns about children's welfare, including when children may be risk from radicalisation. The childminder has a range of policies and procedures in place to support her setting. She records visitors to the premises to ensure that her procedures are followed. This helps to keep children safe.

p.3

Due date

15 February 2022 plan activities more carefully to take account of individual children's ages and stages of development so that all children are consistently challenged in their learning 25/05/2022

p.3

Due date

share information with parents about their children's progress and next steps in their development, so that they can support and extend their children's learning at home. 25/05/2022

p.4

should:

n improve partnerships with other settings that children also attend, to ensure consistency in children's care and learning.

p.4

Setting details

Unique reference number EY442561 Local authority Croydon Inspection number 10225367 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 21 July 2017

p.5

Information about this early years setting

The childminder registered in 2012 and lives in Thornton Heath, Surrey. She works with a co-childminder. The childminder operates for most of the year from 8am to 6pm, Monday to Friday.

p.5

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 carried out a learning walk with the childminder to understand how the early years provision and the curriculum are organised. n The inspector checked evidence of the suitability and qualifications of the childminder. n The inspector held a leadership and management discussion with the childminder. n Children spoke to the inspector at different times during the inspection. n The childminder and the inspector carried out a joint observation of an activity. They discussed the quality of education during activities and assessed the impact this has on children's learning. n The views of parents were taken into consideration.

p.5

Inspection activities

15 February 2022 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.

p.5

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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7