Rains, Juliet Ann

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

p.1

The provision is good

Children thrive at the childminder's setting and show that they feel settled and secure. The childminder is kind and caring and has built close, supportive bonds. Children excitedly explore their surroundings as the childminder provides a curriculum that is challenging and based on their individual interests. Children are sociable and build relationships with each other. They act out simple role play as they pretend to make tea and talk about different types of foods. The childminder uses the opportunity to talk about which foods are healthy to support children's understanding of healthy lifestyles.

p.2

The provision is good

The childminder organises the day to provide children with a wide range of interesting indoor and outdoor experiences. Indoors, children enjoy singing sessions and exploring musical instruments. They excitedly choose maracas and tambourines and shake them enthusiastically. The childminder uses core songs so that children benefit from the repetition and rhyme. Children are familiar with key phrases as they lie down pretending to be 'Sleeping Bunnies' and excitedly jump up to hop about. The childminder supports children to develop their physical skills. Babies have ample space to practise their walking and balance. Older children develop their coordination as they hop and jump and use outdoor play equipment. Children show delight as they reach up to try to catch the bubbles before they float away.

p.2

need to do better?

n The childminder is evaluative and reflective. She links with other practitioners and professionals to share good practice. The childminder has identified that she would like to focus on accessing more training opportunities to further support children's early education. n The childminder carefully monitors children's development and identifies what they need to learn next. She gains useful information from parents about children's starting points when they initially start attending. She maintains an open dialogue with parents to share the progress the children are making and what parents can do to support this at home. n Overall, the childminder promotes children's language well. She initiates interesting discussions with children, such as about what things we need to take if we are going to the beach. However, on occasion, the childminder does not allow children sufficient time to respond to questions so that they can fully

p.2

need to do better?

express themselves. n Children proudly show visitors their photo albums that the childminder has created. As they look at the pictures, they excitedly recall previous activities and events, such as visiting the lavender fields and pumpkin farm. The childminder ensures that children have rich opportunities to explore the natural environment

p.2

need to do better?

25 January 2024 and develop their curiosity. n The childminder supports children to develop positive behaviour. She sensitively manages any minor disagreements between children. She encourages children to share and take turns and to use 'kind hands'. Children understand the routines and know what to expect, which supports their emotional security. n There are effective systems in place to identify and support children with special educational needs and/or disabilities. The childminder engages well with parents and understands the importance of regular communication to ensure that children receive the right targeted support. n The childminder has strong working partnerships with parents. Written feedback from parents shows that they are extremely happy with the service provided and the level of care given to their children. They comment that their children have made very good progress in their development and are excited to attend.

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n enhance the good teaching of communication and language skills by giving younger children more time to think and answer questions.

p.3

Setting details

Unique reference number EY434666 Local authority Sutton Inspection number 10319542 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 6 Number of children on roll 5 Date of previous inspection 28 June 2018

p.4

Information about this early years setting

The childminder registered in 2011. She lives in Wallington, in the London Borough of Sutton. The childminder works weekdays, between 8.30am and 5.30pm, all year round. The childminder receives funding to provide free early education for children aged three years. The childminder holds a childcare qualification at level 3.

p.4

Inspection activities

n This was the first routine inspection the provider 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 and inspector completed a learning walk to discuss how the setting is organised and the curriculum provided. n The inspector observed the interactions between the childminder and children, both indoors and outdoors. n The inspector took into account written feedback provided by parents. n The inspector sampled a range of required documentation, including training records and the progress checks for children aged two years.

p.4

Inspection activities

25 January 2024 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

25 January 2024 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