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 are happy and they settle quickly into a routine, making choices in their play. The childminder is kind, nurturing and supportive. This helps children to build their self-confidence, feeling ready to begin their learning and share their ideas freely. Young children have a positive attitude to their learning, behave well, overall, and they feel secure to try new things. They confidently approach new adults to ask questions and to introduce themselves and their peers.

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The provision is good

The childminder plans the activities carefully to support each child individually. She monitors children's progress and liaises with other professionals to provide the best care she can. The childminder has strong partnerships with parents and informs them about children's interests and abilities. Furthermore, the childminder shares her observations and suggestions with the families to contribute to children's home learning.

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The provision is good

The childminder provides a wide range of experiences based on children's current interests. For example, children have opportunities to develop their interest and curiosity in animals further with regular trips to the farm and local parks. The childminder uses children's previous experiences to improve their understanding in different subjects and build on what they know. This enables children to develop well in all areas of learning.

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The provision is good

Literacy is a huge part of the curriculum and children develop a love of reading through regular reading sessions with the childminder. Children are happy to explore the books independently and they enjoy sharing what they remember from the stories.

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need to do better?

n The childminder promotes curiosity and exploration among children. For example, she encourages children to describe how the rain feels while it is drizzling in the garden. On another occasion, children look at seashells and the childminder fosters a conversation by saying, 'Look at its shape. I wonder what was in it once.' n Children's communication and language skills are developing well, overall. They are able to express their thoughts competently and the childminder role models the use of rich vocabulary during regular back-and-forth conversations that are meaningful. However, on some occasions, the childminder does not allow enough time for children to respond to questions and when children do not know the answer, the childminder moves to another question rather than presenting to them the correct vocabulary. n Children begin to practise how to keep themselves safe and healthy.

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need to do better?

9 July 2024 Opportunities for physical exercise and fresh air are integrated in children's daily routine. They learn about nutrition and the benefits of a balanced diet. Moreover, the childminder teaches children how to risk assess their surroundings while they are outdoors. n The childminder has high and clear expectations for children's behaviour. She role models warm and responsive behaviour with children. Thus, children have positive relationship with one another in general. However, the childminder does not always help children to learn ways to regulate their feelings and understand the impact of their actions on others. This prevents children from developing positive behaviour and attitudes consistently. n The childminder teaches mathematical concepts to children and offers activities that enable problem-solving, counting, sorting and recognising shapes. For instance, children learn to identify various shapes and numbers as they play in

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need to do better?

the garden. n Children gain independence and practise this from a young age. They wash their hands, dress themselves and use cutlery with minimal help from the childminder. The childminder encourages children to help each other and tidy up after themselves as part of their daily routine. Children are able to make independent choices and communicate their wishes to others. n Children build their physical skills and develop well. For example, children have freedom to develop their gross motor skills, such as climbing and using tricycles in the garden They show increasing skills in their fine motor and hand-eye coordination during well-sequenced activities, both indoors and outdoors. n The childminder has strong awareness of the children's progress and she adopts a reflective approach in her work. She attends courses and webinars regularly to update her knowledge and improve her skills in childcare practice.

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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 foster more opportunities for children to develop positive behaviour and understand others' well-being n support children's communication and language further by role modelling vocabulary consistently and giving them enough time to express their ideas.

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Setting details

Unique reference number EY394371 Local authority Sutton Inspection number 10351809 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 6 Date of previous inspection 18 October 2018

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Information about this early years setting

The childminder registered in 2009. She lives in Wallington, in the London Borough of Sutton. She works Monday to Friday from 7.30am until 6pm, all year round, apart from bank and family holidays. The childminder has an appropriate childcare qualification.

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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 discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The verbal and written evaluation of parents were considered by the inspector during the inspection. n The inspector carried out a joint observation of a group activity with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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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

9 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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