Hird, Sarah 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

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The provision is good

Children delight in spending time with this warm, nurturing, and skilled childminder. They share a close bond with her, seeking reassurance and cuddles. The childminder prioritises their emotional development. She gets to know them well and gently fosters their confidence. Under her care, they feel safe and secure. Children thrive in a stimulating and supportive environment. The well-designed curriculum considers their developmental stages and interests, resulting in all children making good progress from their initial starting points.

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The provision is good

Children confidently explore the well-organised home, benefiting from carefully placed play resources at their height. The childminder's positive interactions enhance children's motivation to learn. The childminder actively supports children to manage their feelings. For example, she engages and relaxes them by reading their favourite books. Children show confidence as they readily participate in conversations and express affection for the childminder. These interactions convey a sense of feeling valued and secure. Regular outings enable children to explore their local community and engage with peers during local group activities. This fosters opportunities to build strong social skills. Children of varying ages learn about each other and how to play together in this family-orientated environment.

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need to do better?

n Partnerships with parents are strong. Parents appreciate the childminder's consistent communication about their children. The childminder provides support and guidance to parents, ensuring continuity of learning between home and the setting. Parents report that their children have a strong attachment to the childminder and are happy and comfortable in her care. Parents speak highly of the childminder and the quality of care she provides. n The childminder consistently evaluates her provision to identify areas for improvement. For instance, she has incorporated play resources that enhance children's understanding of oral health. She diligently completes mandatory training, such as first aid and safeguarding to support children's safety and protection. However, she does not specifically tailor her professional development to further enhance her quality of teaching. n The childminder plays a crucial role in helping children become confident

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need to do better?

communicators. She engages with them as they play and introduces new words to enrich their vocabulary. Together they sing nursery rhymes and select books to read. The childminder asks children questions to make them think. She understands what amuses them which leads to frequent laughter. n Children engage in role-play, immersing themselves in re-enacting their own life experiences. For instance, they pretend to make a cup of tea using a play kettle and serve it to the childminder. They focus on arranging play figures in a

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need to do better?

2 July 2024 dollhouse and tuck their 'baby' into a cot for nap time. The childminder actively participates, supporting language development and encouraging the child's creativity and imagination. n Children develop their physical skills in the childminder's spacious garden. For instance, young children learn to go down the slide on their tummy. They delight in manoeuvring the car. There are opportunities to balance, climb and crawl. The childminder tailors activities to include all children. For example, babies use push-along toys, which help them learn to walk and improve their coordination. n Children learn about the world around them. They learn to be gentle with the childminder's dog. They take daily trips to local places of interest. This enables them to explore their local environment and promote their interests. They visit local shops and love to study the fish. Whilst exploring in the park they look for

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need to do better?

wildlife and record what they have seen. n Children receive healthy meals and are encouraged to stay hydrated by drinking water to promote healthy habits. Additionally, the childminder ensures good hygiene practice. For example, young children enjoy learning to wash their hands appropriately with the childminder's guidance. n The childminder's adaptable curriculum and skilled interactions foster positive attitudes toward learning in children. They benefit from meaningful learning experiences, acquiring the skills and knowledge necessary to make good progress, and for their future learning. Children are curious and enjoy exploring her home and garden. They respond eagerly to the childminder's questions and beam with pride when she praises their achievements.

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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 develop further knowledge of how children learn to further enhance teaching to the highest level.

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Setting details

Unique reference number EY315992 Local authority Sutton Inspection number 10351511 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 9 Date of previous inspection 18 September 2018

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Information about this early years setting

The childminder registered in 2005. She lives in Wallington, in the London Borough of Sutton. The childminder operates Monday to Thursday from 8am to 6pm, term time only but will offer holiday cover if required. The childminder holds an early years qualification at level three. 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 childminder provided the inspector with a sample of key documentation on request. n Parents views were taken into account. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum is implemented and the impact this has on children's learning.

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Inspection activities

2 July 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.

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Inspection activities

2 July 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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