Childminder in Sutton

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 cared for in a warm and welcoming environment. They settle in quickly, and independently access the resources they need for their play. Children show that they feel safe and settled in the childminder's care. The childminder is a good role model. She sensitively encourages children to share and take turns. Older children are kind and patient with younger ones, encouraging them to join in their play. Children respond positively to the childminder and each other and, as a result, they are starting to develop good social skills.

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The provision is good

The childminder has a clear vision for what she wants children to learn and has high expectations for what they can achieve. Her curriculum has a clear focus on helping children to develop their communication, social skills and independence. They consistently use new words and have a wide range of vocabulary. For example, they happily talk to the childminder about the 'farm' and what they can have on it, after they have been pumpkin picking. They talk about food and the different ways they can cook pumpkin. Older children are able to articulate what they know and can do. Children know what is expected of them and behave well.

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need to do better?

n The childminder helps children to manage their behaviour well. Children listen, respond to instructions and are respectful and polite. For example, the childminder models 'kind hands', which children then practise. Children are proud of the praise and attention they receive from the childminder for their efforts and their behaviour. The childminder gives them clear guidance and reminds them of boundaries, so that they know what is expected of them. n The childminder effectively encourages children's social interaction. She joins in their play, promotes good sharing, and uses words to communicate. Children engage well as they pretend to be on the farm. They share, and talk about the different animals on a farm, such as 'pigs' and 'chickens'. The childminder talks about the food that some of the animals might eat and introduces different vocabulary, such as 'hay' and 'straw'. The childminder asks questions; however,

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need to do better?

at times, these questions require only one-word responses and so do not encourage children to expand their speaking. n The childminder provides an interesting curriculum to support children's individual learning. She has a good awareness of children's stages of development and what they need to learn next. However, the childminder recognises that her curriculum needs further development. For example, to ensure that she uses her observations and knowledge of what children already know and can do to help extend their learning opportunities and support them to make even more progress. n The childminder considers children's personal care with sensitivity. For instance,

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need to do better?

21 October 2022 she ensures that children have privacy when they use the bathroom. She provides a clean, safe and quiet space for children to sleep or rest if they need to. The childminder ensures that children have regular exercise outdoors, such as walking to parks, and provides healthy and nutritious home-cooked meals. This supports their physical and emotional well-being effectively. n Children engage well and have good physical skills. They are increasingly independent. However, opportunities could be provided to encourage their independence even further. For example, allowing them more autonomy over what they choose to play with to help enhance their learning even further. n Children develop their creativity well as they explore with paint. They learn about changes as they mix different colours together. Children explore and make marks, developing their imagination and writing skills for the future.

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need to do better?

n Parents comment that they are very happy with the care provided in this 'home- from-home' setting. The childminder talks to parents about how they can support their children's learning at home. n The childminder evaluates her provision and practice well. She strives to improve her knowledge and skills through her own research and training to help enhance children's learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder updates her safeguarding knowledge through her own research and training. She keeps up to date with any legislation changes. She has a confident knowledge of the actions to take if she suspects any form of abuse. She understands broader safeguarding issues and has undertaken relevant training relating to these. This helps to ensure that she understands how to recognise signs relating to radicalisation and extremism. Children are closely supervised to promote their safety. The childminder ensures that she records any accidents or injuries that occur and informs parents about these, which supports children's well-being. The childminder understands the importance of working in partnership with other agencies to safeguard children.

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should:

n further improve the way questions are used to help extend children's ability to express their views and ideas n improve the way observations are used to further develop the curriculum and extend children's learning opportunities to even higher levels n provide children with more opportunities to easily access resources independently.

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Setting details

Unique reference number EY446930 Local authority Sutton Inspection number 10235780 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 7 Date of previous inspection 15 December 2016

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Information about this early years setting

The childminder registered in 2012. She lives in Cheam, in the London borough of Sutton. The childminder operates from Monday to Friday, 7.30am to 6.30pm, all year round. She has a relevant early years qualification at level 3.

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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 provider. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector viewed parents' written feedback during the inspection and took account of their views. n The inspector discussed observations of activities with the childminder. n The childminder and inspector completed a learning walk of the environment used for childminding and discuss the curriculum for children. n The inspector looked at a sample of the childminder's documents. This included evidence about the suitability of all adults over the age of sixteen living in the household and the two-year-old progress check.

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Inspection activities

21 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

21 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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