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 enjoy the home-from-home environment that the childminder creates along with her co-childminder and assistants. They have developed strong and secure relationship with the adults that care for them. For example, when younger children feel unsure about visitors, they seek reassurance from the childminder, who is their key person. Children have access to a broad curriculum that supports their school readiness. They regularly visit local parks and the library where they socialise with other children. These visits help to widen children's experiences, develop their social skills and help them to learn more about the area they live in.

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The provision is good

The childminder encourages children to be independent during daily activities. Younger children freely access storage boxes and explore the toys to follow their interests. Older children take an active role at mealtimes as they cut their fruit, butter their own toast and dish out their beans. Children's early reading and writing skills are fostered well. Children confidently inform the childminder about the letter of the week, saying, 'f is for football'. Their learning is extended further as they make the letter f in shaving foam. The childminder has high expectations for children's behaviour. Children are encouraged to have manners and are reminded to say, 'please may I have' instead of 'give me'. Children behave well.

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need to do better?

n The childminder is aware of her role and responsibility to observe and monitor children's development. She regularly checks children's progress and uses her observations of them to plan appropriate next steps for their learning. All children make good progress in relation to their starting points. The childminder uses online systems to share photos, next steps and messages with parents. This helps to keep parents updated and allows them to share learning and experiences from home, promoting consistency in children's learning. n Children have good opportunities to develop their knowledge of mathematical concepts. For instance, they sing number songs, and count the number of children present so they can help lay the table. The childminder further builds on this by using mathematical language during play. n Children know the daily routines well. When they arrive home from the park, older children take off their jackets and shoes to put their slippers on. They are

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need to do better?

aware of the importance of hygiene and without prompting access the bathroom to wash their hands. n The childminder uses multiple strategies to support and encourage children's communication and language skills. For example, she uses lots of sign language with the younger children, which helps them to communicate their wants and needs. Older children are becoming skilful, confident communicators and demonstrate this during circle-time activities. They sing songs, discover 'what's

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need to do better?

14 June 2024 in the box' and verbalise their thoughts and ideas. n Parents make positive comments about the childminder, her team and children's learning opportunities. They are pleased with the introduction of the letter of the week and share that their children are continuing the learning at home. n The childminder promotes children's emotional security as they read stories about all kinds of emotions. She encourages children to recreate the emotions with their faces and to talk about why people may feel that way. Children suggest that if their friend is feeling sad they could give them a hug to make them feel happy. n Children have positive opportunities to learn about various people and communities. For example, they recently visited their local elderly residential home to acknowledge and celebrate the King's birthday. They brought balloons, bubbles and their best singing voices to share with the residents. This supports

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need to do better?

children to be well-rounded citizens by showing compassion and valuing others. n The childminder has a positive attitude towards her continuous professional development. She has completed a range of courses that include autism awareness, communication and play, and promoting positive mental health. This helps her to build on her existing knowledge and skills and raise the quality of teaching. n The assistant's ongoing suitability is supported by the childminder who provides informal chats and has recently introduced six-monthly appraisals. They complete training such as safeguarding and first aid courses. However, the childminder is yet to consider and identify opportunities for them to develop the quality of their teaching to the highest level.

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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 identify and provide ongoing opportunities for the assistant to build on existing teaching skills and to raise the quality of teaching further.

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Setting details

Unique reference number EY253047 Local authority Sutton Inspection number 10351582 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 12 Number of children on roll 41 Date of previous inspection 27 September 2018

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Information about this early years setting

The childminder registered in 2003 and lives in Carshalton, in the London Borough of Sutton. She works Monday to Friday from 7.30am to 6.00pm, for 49 weeks of the year. The childminder works with a co-childminder and assistants. The childminder 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 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 inspector completed a learning walk of the spaces used by the children and discussed the different activities she provides to support children's learning and development. n At appropriate times during the inspection, the inspector spoke with the childminder, assistant and the children. n The inspector observed the interactions between the childminder and the children. The childminder and assistant talked about the activities she plans and how they benefit children's development. n A joint evaluation of an activity was completed with the childminder. n The inspector took account of the written feedback from parents. 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

14 June 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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