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

The childminder provides a welcoming environment for children to play safely, learn and have fun. They thoroughly enjoy her company and that of other children to help to promote their confidence and social skills. The childminder is a positive role model. For example, she sensitively reminds young children to 'use your words' when she notices that some children do not like the actions of others. She encourages children to say 'no thank you' and 'stop'. This helps to provide young children with skills to become self-assured and confident communicators.

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The provision is good

Overall, the childminder plans experiences and opportunities to help to develop young children's skills and to meet their individual needs well. Children have opportunities to develop their early mathematics, such as mathematical concepts. For example, they count with confidence and recognise colours and shapes. Children keenly play games to compare and weigh different-sized sorting bears. They show confidence in their abilities. Children show the inspector how to roll dice and why toy balancing scales go up and down. Children eagerly share toys indoors, and giggle and laugh as they chase each other outside. Children demonstrate very positive behaviour and show that they feel safe and emotionally secure.

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need to do better?

n The childminder recognises the importance of continuous professional development. She accesses training to help to improve her teaching skills and early years knowledge. Following training, the childminder now understands the importance of identifying patterns in children's play. For example, she provides opportunities for children to transport materials as they play and learn outdoors, to help to meet their individual learning needs. n Parents are extremely happy with the care and education their children receive. They welcome the many trips planned by the childminder, such as visits to the library to help to promote social skills and a love of books. They comment that the childminder is 'five stars' and that their children are safe in her care. Partnership with parents is effective. n The childminder assesses children's learning and shares this information with parents for a consistent approach. She successfully recognises emerging gaps in

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need to do better?

children's learning and skilfully identifies what children need to learn next. The childminder knows the importance of early intervention to help to support children's learning and progress. She recognises the benefits of working with other professionals for a targeted approach if she has a concern about a child's development. This helps to ensure positive outcomes for all children. n Children benefit from lots of fresh air and physical exercise to help to promote their good health. The childminder provides many opportunities for children to practise their physical skills. For example, children run, jump and negotiate

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need to do better?

1 May 2024 space as they throw, catch and kick a large inflatable ball. Younger children hold on tight as the childminder rocks them back and forth on a small rocker. Following physical exercise, she encourages children to have a drink of water to help to keep them hydrated. n The childminder understands the importance of good hygiene practices. For instance, she ensures that children wash their hands before mealtimes. The childminder encourages children's self-help skills effectively to help to promote children's independence. For example, children make good attempts to put on their shoes and use the toilet independently. n Overall, the childminder understands the importance of planning opportunities to help to meet children's individual learning needs. For example, she encourages older children to skilfully pick up sorting bears with tweezers to strengthen small muscles. The childminder asks children to observe the sand timers to help to

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need to do better?

measure time. Children excitedly tell the inspector that the one-minute timer goes 'very fast'. Children are eager learners. However, occasionally, the childminder does not consistently consider the learning needs of the youngest children, particularly when they spend time outdoors with older children. n The childminder helps to promote children's communication and language skills well. For example, during planned activities, she introduces new words, such as 'volcano', to help to extend children's vocabulary. However, the childminder has not yet considered children's home language to help to value what they hear, see and speak at home.

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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 continue to tailor the curriculum to help to ensure that children's individual needs are consistently met n make the most of what is known about children to further value and celebrate their home languages.

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Setting details

Unique reference number EY242604 Local authority Sutton Inspection number 10335320 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 5 Date of previous inspection 12 June 2018

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Information about this early years setting

The childminder registered in 2003. She lives in Beddington, Sutton. The childminder has a childcare qualification at level 3. She cares for children between 8am and 6pm, Tuesday, Wednesday and Thursday for most of the year. The childminder offers funded early education for children aged two, three and four years.

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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 and the inspector completed a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke with the inspector during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder. She reviewed a sample of documentation. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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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

1 May 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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