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

Children form good relationships with each other and the childminder in this nurturing environment. The childminder is warm and knows children well. This helps children to feel safe and secure. They are confident to share their ideas and feelings, and independently choose what they would like to do. For example, children select a book to look at about insect identification. They then decide to use magnifying glasses to look for insects in the garden.

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The provision is good

The childminder builds on children's experiences. She provides a broad and exciting curriculum that helps children to learn new knowledge and skills. For example, the childminder knows that children have an interest in scissors and so uses these in a variety of activities, such as using play dough, to develop their fine motor skills. She is passionate about teaching children how to respect and take care of nature. Children enjoy weekly sessions in the local woods. The childminder encourages children to take appropriate risks, such as by showing them how to climb trees and find a way down.

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The provision is good

The childminder has high expectations for children's behaviour and supports them to resolve their conflicts themselves. She is a good role model and, as a result, children are polite, helpful, and learn to manage their emotions well. They offer to share toys without being asked and are sensitive to their peers' feelings.

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need to do better?

n The childminder plans activities that are engaging and help children to develop the skills they need. For example, they make a rhubarb cake using rhubarb they have grown in the allotments. Children weigh out ingredients and look at the numbers on the weighing scale as they do so. This helps to develop their number recognition, and the childminder introduces the concepts of 'more' and 'less'. Children use a chopping tool to cut the rhubarb, which helps to promote their hand coordination and strength. However, the childminder uses a table and chairs that are too big for children and they struggle to reach the tools and cannot fully engage in the activity. n The childminder extends children's communication skills well. She introduces new vocabulary and gives children opportunities to use these words. The childminder repeats words back to children to help them to learn the correct pronunciation. She listens to children with interest, and links what they say to

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need to do better?

experiences they have had in the past. This back-and-forth dialogue with children helps them to make connections and expand their understanding of words. n The childminder helps children to develop a love of books from a young age. All children choose to look at books and carefully turn the pages as they repeat

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need to do better?

26 April 2024 some phrases of the books to themselves. Even toddlers enjoy non-fiction books and name the birds that they see. For example, they correctly identify a 'nuthatch', 'blue tit', and 'kingfisher' without any help from the childminder. n Children develop good turn-taking skills with help from the childminder. The childminder supports children to wait their turn and provides engaging activities so they are motivated to wait. For example, children patiently wait to fill their jug up from the bucket and recognise that they must wait until they are at the front of the queue. This helps children to learn how to behave appropriately in different situations. n Children benefit from opportunities to develop their independence. The childminder encourages children to put on their shoes and coats by themselves before going into the garden. As a result, even toddlers are able to independently put on their rain suits. Children take pride in doing things for

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need to do better?

themselves and are keen to have a go. The childminder praises children's efforts, which encourage them to develop their self-help skills and self-confidence. n The childminder shares information with parents regularly. She sends photos to show parents what their children have been learning, and provides written and daily verbal feedback. The childminder shares what she is focusing on. This enables parents to support their children's learning at home. Written testimonials from parents demonstrate that they value the childminder's creativity and the varied activities that she provides. Parents say that their children make good progress. For example, they learn lots of new words.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n plan activities more carefully to ensure that all children can join in and be engaged in their learning.

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Setting details

Unique reference number EY400445 Local authority Croydon Inspection number 10335245 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 8 June 2018

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Information about this early years setting

The childminder registered in 2009 and lives in Croydon, Surrey. She holds an appropriate childcare qualification. The childminder operates her childminding service from 7.30am to 5.30pm, Monday to Friday, all year round. She provides funded early education for two-, three- and four-year-old children.

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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 childminder and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years setting, including the aims and rationale for the curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum is implemented and the impact on children's learning. n Parents shared their views of the setting through written testimonials. n The childminder provided the inspector with a sample of key documentation on

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Inspection activities

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

26 April 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.

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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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