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 Good

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The provision is good

The childminder provides a welcoming and homely atmosphere. At the start of the inspection, children were enjoying their breakfast and keen to say 'hello' to the inspector, showing they are safe, secure and confident in the childminder's home. Parents are confident to leave their children with the childminder, and state that their children cannot wait to get there. The childminder is attentive to children's needs and forms close relationships with them. She has high expectations of the children.

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The provision is good

The childminder promotes good behaviour and encourages children to say 'please' and 'thank you'. Children behave very well, and show care and concern for others around them. For example, one child asks the childminder, 'Are you ok?' Snack is used as a social time; children make their own choices and talk about what fruit they would like.

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The provision is good

Songs and rhymes are frequently used at this setting. The childminder sings songs and links play to nursery rhymes at every opportunity. For example, as children cut bananas, she plays a song about eating them. When children use a star cutter, this prompts the song 'twinkle, twinkle little star'. Children enthusiastically join in and smile with joy as they sing and dance along. They remain engaged and enthusiastic at play and make links with what they are doing.

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need to do better?

n Partnerships with parents are strong. Many children and families have remained with the childminder for many years. The childminder knows families very well. She keeps parents well informed of children's progress and offers ideas for learning that they can carry on at home. Parents speak warmly of the childminder and how their children learn through the engaging activities she provides. n Overall, children develop their independence skills well. Children use a step to wash their hands and put the tissues in a bin. They cut up their own fruit and feed themselves during mealtimes. Children develop healthy hygiene practices. For example, they use their own towel to dry their hands. Occasionally, the childminder does things for the children instead of letting them have a go for themselves. For instance, putting on their coats and shoes when it is time to go outside. This does not always support children to be highly independent

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need to do better?

throughout the day. n Children enjoy being physically active. In the garden, they use ride-on toys and like pushing buggies around. They use buckets and spades in the sandpit and containers to pour water in the water tray. The childminder uses these times to support children's mathematical development. She encourages children's interest

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need to do better?

10 October 2022 in numbers, counting, and recognising colours and shapes as they play outdoors. n The childminder has developed a curriculum for the children who attend by using information she gathers about them. She gets to know them well and uses this knowledge to plan their individual next steps and sequence their learning. She confidently talks about what they can do and what they need to do next. n The childminder uses continual dialogue, which helps children to build their communication skills and understanding of the world. She introduces new words to their vocabulary and explains things as they play. For example, when making planets with pastry, she introduces the names and explains some of the characteristics. For instance, 'It looks like Saturn, because it has rings on it.' However, on occasion, the childminder does not allow children the time to respond to questions that they are asked during play, and to express their ideas

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need to do better?

and thoughts. n Young children display high levels of self-esteem. They behave well, and confidently smile and say, 'I tidied!' when they put things away. They celebrate and learn about different cultures and beliefs, which helps them understand the diverse world in which they live. n The childminder reviews her practice and implements improvements. She accesses relevant training and demonstrates her commitment to professional development in order to work effectively with children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of child protection. She understands all areas of safeguarding, and is confident about the procedure to follow if she has concerns about a child's welfare. The childminder ensures that her home is safe and secure. She has risk assessments in place and makes daily checks. She helps children to learn about keeping themselves safe. For example, she teaches them how to sit down at the top of the slide before coming down. Very young children know how to negotiate a large step outside by coming down backwards in order to keep themselves safe.

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should:

n promote the development of children's independence skills by enabling them to do things for themselves more often n allow children the time to respond to questions that they are asked during play.

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Setting details

Unique reference number EY338162 Local authority Croydon Inspection number 10235032 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 4 Date of previous inspection 11 November 2016

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Information about this early years setting

The childminder registered in 2006. She lives in Shirley, in the London borough of Croydon. The childminder operates Monday to Friday, between 8am and 5pm, all year round, apart from some bank and family holidays.

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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 pandemic with the childminder and has taken that into account in their evaluation of the setting. 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 a range of activities and interactions between the childminder and children, to help evaluate the quality of education. n The inspector checked evidence of qualifications and suitability of the childminder. n The inspector spoke to the childminder at appropriate times during the inspection. n The inspector spoke to parents during the inspection and took account of their views.

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Inspection activities

10 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

10 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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