Croft, Claire

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 are happy and settled and are making good progress in their learning and development. The childminder gets to know the children individually. Children form affectionate bonds with the childminder in this safe and nurturing environment. This helps her to assess and plan according to children's interests and what they need to learn next. Children respond to the childminder's positive approach; they are keen learners and are gaining high levels of self-esteem. They visit several local parks and other places of interest, including playgroups, where they meet with other children and their childminders. Children are friendly towards visitors and eagerly engage with them. This helps to promote their confidence in new situations.

p.2

The provision is good

The childminder has high expectations for children's language development. They listen to stories and rhymes, which helps build on their growing vocabulary. Children are encouraged to be independent and make their own choices. They readily let their wishes be known to the childminder, who is responsive to their needs. Younger children eagerly point to their shoes when they wish to go into the garden. This supports children's confidence and sense of belonging. Children behave well.

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need to do better?

n The childminder plans a broad curriculum that allows all children, regardless of ability, the opportunity to participate and achieve. She has a clear understanding of what children know and what they need to learn next. She gathers sufficient information from parents about their children's interests and abilities. She uses this information and her ongoing observations of children to plan exciting and interesting activities, which enable them to progress well. She speaks passionately about children in her care. n The childminder recognises the importance of supporting children with communication and language skills. She models language, reads stories and has good-quality interactions. She introduces new words to enrich children's vocabulary. For example, she encourages children to feel different sensory resources as she describes them. Children who speak English as an additional language have opportunities to develop and use their home language in play

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need to do better?

and learning. n The childminder supports children to develop their curiosity and remain motivated to learn. She is keen to join play when the children invite her to. Young children eagerly press buttons on technology resources and squeal with excitement, when the face appears and disappears; they are engaged as they pour and empty pots and jugs at the water activity. However, on occasion, the childminder does not join children's play to effectively sustain their interest to

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need to do better?

13 October 2022 build on their learning. n The childminder provides children with good opportunities to socialise with others and learn about the world around them. For instance, children develop their physical skills and learn to manage risks, as they attend soft play activities; they also enjoy trips on river boats, which supports their recent interest in transport. The childminder considers what children need to learn and how she will help them to develop these skills by offering real-life experiences. This helps children develop their awe and wonder of the world they live in. n Overall, partnerships with parents are strong. Parents are very positive about the care their children receive. The childminder keeps parents well informed about their child's day and development. Parents comment that their children 'love going to the childminder's house'. However, the childminder has not established opportunities for parents to share their views during her evaluation

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need to do better?

of her setting. n The childminder regularly reflects on her own skills and knowledge. She makes good use of training to develop her skills and knowledge. For instance, because of recent training to support children's literacy and language development, she has developed activities supported by stories; these further enhance children's learning language development and learning at home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder continues to update her knowledge of safeguarding by attending regular training. The childminder has a clear understanding of the different categories of abuse and the signs to look out for. The childminder recognises the importance of keeping clear records and how to report any concerns she may have. She ensures the environment for children remains safe and secure through undertaking daily risk assessments. The childminder is clear on the procedure to follow, should an allegation be made about herself or anyone within her household. She begins to teach children about keeping themselves safe during trips within the local community.

p.3

should:

n improve ways to enhance children's learning even further, as they are joined by the childminder in their play n strengthen partnerships with parents further to give them opportunities to share views of the setting.

p.3

Setting details

Unique reference number EY463534 Local authority Southwark Inspection number 10236197 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 3 Date of previous inspection 25 November 2016

p.4

Information about this early years setting

The childminder registered in 2013. She lives in Peckham, within in the London Borough of Southwark. She provides care from 8am to 6pm, Monday to Thursday, and operates her service all year round except for family holidays. She holds a relevant childcare qualification.

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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 provider and has taken that into account in their evaluation of the setting. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

13 October 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

13 October 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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