Childminder in Sutton

Overall effectiveness Outstanding

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

p.1

The provision is outstanding

Children flourish at this stimulating setting. They explore a wide variety of exciting activities. For example, children plant potatoes in the garden. They dance and sing in the playroom and cook their own food in 'Grandma's house'. Children go on adventures into the local village and down to the local 'creek'. They listen to stories by the river. Children help create the community garden and watch a local artist make sculptures; they feel part of their local community and understand the differences between people and value them.

p.2

The provision is outstanding

Children have extremely strong bonds with the childminder and her assistant. They feel comforted and safe. Children have high self-esteem and make firm friends. When children need support to play with others they are guided gently by the experienced childminder. Children share, take turns and are respectful of each other. Children feel at home and behave extremely well.

p.2

The provision is outstanding

Children are learning new language all of the time. All children are taught ambitious new vocabulary. The childminder and her assistant skilfully repeat new words. Children's language development is supported by learning Spanish and using sign language. Consequently, children are becoming skilled communicators. They are learning to listen and understand their friends and adults.

p.2

need to do better?

n The childminder plans a curriculum that is ambitious and stimulating. She uses her extensive knowledge of child development to create a well-sequenced curriculum. The childminder and her assistant plan activities that carefully consider what children need to learn. They involve the children in designing activities. For example, children find leaves in the garden and add them to the leaf library. They use natural resources to make crafts, and explore different textures and materials. n The childminder has a robust system for assessing what children know and can do. She shares this information with parents. Children are able to extend their learning at home. All children achieve their developmental milestones. The childminder and her assistant effortlessly identify gaps in the children's learning. They plan enriching activities for all children. n The curriculum is extremely inclusive. All children have the same opportunities to

p.2

need to do better?

learn. For example, the childminder's assistant supports children to explore their senses. She understands that children need to touch and see objects to learn how things work. This helps children to remember new ideas long term. The childminder and her assistant ask questions. This helps the children to understand new concepts. For example, when playing with boats, the childminder's assistant asks, 'What is this?', 'What does a boat do?', 'Does it

p.2

need to do better?

21 November 2022 rock?' and 'Is it bumpy?' The children listen and answer questions. They repeat new language. n The childminder and her assistant are skilled at identifying children with special educational needs and/or disabilities. They share information with parents effectively and work with external agencies to ensure that all children receive the support they need. As a result, all children achieve the best possible outcomes. n The childminder and her assistant support children's language skills exceptionally well. For example, children learn new vocabulary by going on a treasure hunt. Challenging new language is taught to all children. For example, the childminder's assistant says, 'Can you find something orange?' and 'How many elephants can you find?' Children giggle excitedly as they are all absorbed looking for their items. All interactions are of high quality. As a result, children's language skills build over time. They are well prepared for the next stage of

p.2

need to do better?

their education. n The childminder and her assistant support children to become independent. Children remove their shoes and put them away in the cupboard. When eating their lunch, children choose their foods. They talk about how healthy food makes them big and strong. They listen and answer questions such as 'How many tomatoes did you eat at lunch?' Children learn to take themselves to the toilet. They sleep in the cosy surrounds of 'Grandma's house'. n Parents are overwhelmingly positive about the progress children make in their learning. They say that the childminder is quick to support children who need extra help. Parents describe the childminder as truly unique and inspirational. They report that they would not send their children anywhere else and that they have made exceptional progress. Parents receive daily updates about what their children are doing. They are encouraged to contribute to children's next steps

p.3

need to do better?

and share what they are learning at home. Partnerships with parents are exceptionally strong. n The childminder is reflective of her practice. She takes the time to share her knowledge and skills with her assistant. As a result, teaching is very strong, and all children have access to purposeful interactions.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant understand their responsibilities to safeguard children. They have a good understanding of safeguarding issues such as the 'Prevent' duty. The childminder and her assistant both understand the policies and procedures for reporting concerns. They understand their duty to report concerns about other adults. The childminder and her assistant regularly conduct risk assessments of the setting both indoors and out. They regularly attend training to refresh their knowledge.

p.3

Setting details

Unique reference number EY450270 Local authority Sutton Inspection number 10235887 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 12 Number of children on roll 12 Date of previous inspection 2 February 2017

p.4

Information about this early years setting

The childminder registered in 2012. She lives in Carshalton in the London Borough of Sutton. The childminder works with an assistant. She receives funding to provide free early education for children aged three and four years. The childminding service is open from 8.30am to 5.30pm on Monday to Friday, all year round. The childminder has a relevant early years 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 provider and has taken that into account in their evaluation of the provider. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke to the inspector during the inspection. 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. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning.

p.4

Inspection activities

21 November 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.

p.4

Inspection activities

21 November 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6