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 Met

p.1

The provision is good

Children keenly wash their hands on arrival to help to promote good hygiene and develop their self-help skills. Children behave very well as they wait patiently for a snack. They enjoy a range of healthy meals to help to support healthy eating.

p.2

The provision is good

Very young children, who have very recently started, begin to form a close attachment with the childminder. She obtains important information from parents to help to promote a consistent approach and to successfully follow routines from home. The childminder makes it her priority to get to know children and their families well during the initial settling-in period and throughout their time in her care. This helps children to feel emotionally secure and safe.

p.2

The provision is good

Children have many opportunities to help to promote their physical skills. For example, they concentrate as they construct a range of objects. Children show pride as they excitedly say to visitors, 'This is a car' and 'This is a hammer.'

p.2

The provision is good

Children thoroughly enjoy learning. They eagerly investigate activities and resources and confidently make choices in their play. Children are fascinated with the texture of foam. They giggle as they eagerly manipulate foam between their fingers.

p.2

need to do better?

n Partnership with parents is strong. Parents welcome the consistent approach, daily communication and photos they receive. They say this helps to ease their anxiety when very young children are settling in. Parents say that their children make good progress over a short length of time. n Overall, the childminder's curriculum builds on what children already know and can do. However, implementation of the curriculum does not always enable children to engage fully. For example, on occasion, the childminder does not give children time to fully engage in some activities they show a keen interest in. Despite this, children consistently demonstrate good behaviour. They keenly follow simple rules and enthusiastically recall rules to visitors and the childminder. The childminder is a good role model. She encourages good manners and constantly praises children for their efforts. This further helps to promote children's sense of achievement.

p.2

need to do better?

n The childminder provides opportunities for very young children to explore a range of experiences to help to inspire and excite them. Children are motivated and enthusiastic. For example, babies reach out and grasp wooden rattles and shakers. Positive interactions help to develop children's personal, social and emotional development well. n The childminder takes account of children's individual interests and, overall, her

p.2

need to do better?

24 May 2022 curriculum supports their learning well. The childminder consistently sings songs and rhymes to help to promote children's communication and language development. Children show they are familiar with songs as they spontaneously sing songs during their play. Nonetheless, on occasion, the childminder does not focus her attention fully on the youngest children to further develop their developing communication skills to the highest level. n The childminder uses everyday routines effectively to continue children's learning. For example, when the childminder changes very young children's nappies, she sings songs and claps her hands. During teatime, she encourages independence and confidence. For example, very young children make good attempts to hold a spoon and feed themselves. n The childminder promotes mathematical language and skills alongside children's play. For example, the childminder sings number rhymes, counts objects and

p.2

need to do better?

encourages children to recognise shapes, numbers and colours. n The childminder successfully provides an inclusive service. For example, she finds out keywords in children's home languages. She displays flags from around the world and celebrates key festivals children also celebrate at home. Children have many opportunities to help to promote their sense of community. For example, the childminder arranges trips to local parks, stay-and-play sessions and the library. This also helps to promote children's social skills to a good level. n The childminder evaluates her service well and accesses a range of training to help to support her professional development and the delivery of her curriculum. For example, following training, the childminder helps children to label and talk about their emotions and feelings.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibility to keep children safe. She knows what to do if she becomes concerned about a child's welfare. The childminder has a good understanding of a broader range of safeguarding issues, such as when children are at risk of female genital mutilation. She knows the procedure to follow if there is an allegation about herself and who to report these concerns to. The childminder carries out safety checks of her home to help keep children safe from harm.

p.3

should:

n make the most of positive interactions, to further extend very young children's developing early language skills n give children more time to respond and engage in activities.

p.3

Setting details

Unique reference number EY471244 Local authority Croydon Inspection number 10219791 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection 1 August 2016

p.4

Information about this early years setting

The childminder registered in 2014 and lives in the London Borough of Croydon. She operates all year round from 7am to 7pm, Monday to Friday. The childminder holds a childcare qualification at level 3.

p.4

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 the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about her intentions for children's learning. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The childminder provided the inspector with a sample of key documentation on request. n The inspector spoke to parents during the inspection and took account of their views.

p.4

Inspection activities

24 May 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.

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Inspection activities

24 May 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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