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 have a positive relationship with the childminder and show they feel safe when they are with her. The childminder knows the children well and is responsive and sensitive to their personalities and needs. She works closely with parents when children start to gather key information about children's individual routines. The childminder follows these to help children to transition into her care. Children independently choose what they want to play with from the wide range of resources that are available to them. The childminder along with her co- childminder and assistant create a curriculum that builds on what children already know, their interests and next steps.

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The provision is good

The childminder encourages children's literacy skills well. They develop a love of books through access to a well-resourced bookcase and daily stories that captivates their attention. For example, after reading the hungry caterpillar book children accessed labels with pictures and words from the story. Children enjoy mark making and some are able to create recognisable letters from their name. All of which helps to promote children's early reading and writing skills. The childminder and her team have high expectations for children's behaviour. Children are kind and polite with very little prompting from the childminder. The childminder asked the minded child who was making tea in the mud kitchen to offer the visitor a cup. She said remember 'Sharing is ' and he finished the sentence with 'caring'. Children's behaviour is good.

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need to do better?

n Children are becoming confident skilful communicators in preparation for school. The childminder provides them with ample opportunities to listen to stories, talk about the different images on the pages and to predict what is going to happen next. The childminder asks them lots of open questions to ascertain their knowledge and understanding. n The childminder provides children with ample opportunities to access fresh air and exercise daily. They walk on the school run, visit park's and access the childminder's well-resourced garden. Children's large motor skills are enhanced as they access climbing structures in the childminders garden. n Children enjoy being creative. They demonstrate their knowledge of colours as they paint flowers. The childminder extends their vocabulary as she introduces the children to the name of the flower parts. For example, petal, stem, roses and carnations. n Children develop good self-help skills from an early age. For example, they put

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need to do better?

on their own shoes to go into the garden. With support from the childminder, they roll on their sun protection and rub it into their skin. They are reminded to wear their sun hats, to ensure they keep themselves safe in the sun.

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need to do better?

27 June 2024 n Positive relationships have been developed with parents. The childminder encourages them to be involved in their children's learning. She has recently introduced a book loan system, which further promotes children's love of books. Parents are encouraged to make record of how things went. They comment 'She loves this book and thoroughly enjoyed playing with the dolls and the other props from the story. n Children have good opportunities to develop an understanding of the world. Their current theme is growing, and they have daily opportunities to observe the life cycle of a butterfly. They have a butterfly garden and watch them as caterpillars. The children comment that 'it has spiky legs'. n Children's ongoing development is regularly monitored by the childminder. She uses information gathered from her observations to plan appropriate next steps for their learning. The childminder shares this information with parents who

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need to do better?

access details on the online system that is used. Parents are encouraged to share the learning from home, which helps to promote consistency in children's development. All children make good progress from their starting points. n Although the childminder has developed strong relationships with parents, she has yet to develop links with other settings, where care is shared. n The childminder is committed to improving the quality of her provision. She regularly attends training, networks with other childminders and evaluates her setting . The childminder supports her assistant in her role to enhance her practice. She provides her with one to ones at regular intervals, daily discussions and provides her with access to online training. This helps her to improve her setting's practice and outcomes for children.

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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 methods to work in partnership with the other settings that children attend, to provide a consistent approach to children's learning.

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Setting details

Unique reference number EY405501 Local authority Sutton Inspection number 10260206 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 21 Date of previous inspection 27 September 2018

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Information about this early years setting

The childminder registered in 2010 and lives in Carshalton, in the London Borough of Sutton. She works Monday to Thursday, for 50 weeks of the year. The childminder has a qualification in Childcare and Education at level 3. She works with a co-minder and an assistant. The childminder receives funding to offer early education for children aged nine months to four years old.

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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 childminder and has taken that into account in their evaluation of the childminder. 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 and the children. n The inspector observed the interactions between the childminder and the children. The childminder 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 the verbal feedback from parents.

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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

27 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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