Kashmiri, Falak Naz

Overall effectiveness Good

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

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The provision is good

Children show that they feel safe and happy. They develop warm and positive relationships with the childminder. Children confidently approach the childminder for cuddles and reassurance. She is quick to respond and is attentive to their needs. Children receive lots of praise and encouragement. This builds their confidence and self-esteem. The childminder encourages children to be kind and respectful towards each other. For example, without being prompted, children collect water bottles for their friends and eagerly go and give them to them.

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The provision is good

Children show high levels of confidence in choosing activities and resources to explore. For example, they demonstrate their fine motor skills as they show focus and concentrate during a sticking activity. The childminder takes account of children's interests when planning activities.

p.2

The provision is good

Children respond positively to the childminder's high expectations and behave well. They try out new experiences and tackle challenges with enthusiasm. For instance, children carefully cut a range of different fruits during a planned activity and eat them for their snack. They take great care in keeping themselves safe and following instructions.

p.2

The provision is good

The childminder is passionate about planning frequent opportunities for children to get to know their local area and socialise with other children. For example, children visit the local library for story time every week, and they enjoy exploring parks and natural spaces.

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need to do better?

n Children show great enjoyment at being outside. They demonstrate high levels of physical skills during this time. For example, younger children carefully climb on and balance on bikes. Older children draw circles on the chalkboard. All children squeal with delight as they climb and go down the slide. n The childminder provides healthy, nourishing meals and snacks. Children learn about healthy lifestyles. The childminder helps children to understand about the importance of eating a balanced diet. n The childminder helps to enrich children's growing vocabulary. For example, during a play dough activity, she uses language such as 'long' and 'small' to describe the different ways of using the dough. The childminder engages in meaningful conversations with children of all ages. She carefully listens to what children have to say and introduces new words to further extend this. n Children with special educational needs and/or disabilities and those who have

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need to do better?

any delays in their learning are supported well. The childminder recognises any possible gaps in children's learning and plans effective activities to support their

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need to do better?

28 June 2022 development. She works closely with parents and knows how to seek advice from other agencies about additional ways they can support children who may need additional help. n The childminder shows much dedication and wants the best outcomes for children. She ensures that mandatory training is completed in a timely manner. The childminder refreshes and keeps her knowledge up to date through her own research and reading. However, she agrees that this could be further expanded on, to help her to continually raise the quality of her teaching to an even higher level. n The childminder has good relationships with parents. She spends time getting to know children and their families before they start. This information supports her knowledge of children's starting points in development. The childminder uses this to develop the next steps in children's learning. Her effective communication with parents ensures that they work together to support children's learning and

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need to do better?

development. n The childminder is passionate and dedicated about creating a stimulating environment and provides countless opportunities for children to learn. She plans her curriculum well, which she bases on what children enjoy and what she wants them to learn next. However, on occasions, the childminder gives children too many options of activities that they could do or makes suggestions for a new activity when they have not yet finished exploring their current selection. This can, at times, lead children to lose interest in what they are doing.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder regularly accesses training to update her knowledge and ensure that she is able to keep children safe. She is aware of what may indicate that a child is at risk of harm and swiftly acts on any concerns. The childminder is familiar with the 'Prevent' duty and indicators of female genital mutilation. She understands how to keep children safe in her home. The childminder carries out effective risk assessments of the environment. Children learn how to keep themselves safe and are reminded about potential risks.

p.3

should:

n identify professional development opportunities to focus on enhancing the current good quality of education to the highest levels n give children more encouragement to explore and follow their own ideas and curiosity in their own time.

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Setting details

Unique reference number EY387482 Local authority Sutton Inspection number 10232948 Type of provision Childminder

p.4

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 19 September 2019

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Information about this early years setting

The childminder registered in 2009 and lives in the London Borough of Sutton. She operates all year round from 8am to 6pm, Monday to Friday. The childminder has achieved early years professional status. She works with a co-childminder and an assistant.

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 and the inspector had a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

28 June 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

28 June 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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