Childminder in Croydon

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 demonstrate they feel happy and secure in the childminder's care. They are content to play independently and enjoy the interactions they receive from her. For instance, they approach the childminder for cuddles and seek out her company so she can play with them. The childminder is highly aware that children develop different interests. She takes this into account as she builds her curriculum around each child's individual learning needs. For example, younger children explore coloured scarves and are keen to play peekaboo, whereas older children use the same scarves to play a colour matching game.

p.2

The provision is good

The childminder provides clear explanations to children about their behaviour so that they know what is expected of them. The childminder supports children to develop skills, such as independence. For example, children wash their hands before meals. They show they are confident in the childminder's care.

p.2

The provision is good

Children enjoy many different outings with the childminder. For instance, they visit the local farm as part of extending their current interest in animals. They enjoy soft play and attend social groups. This supports them to see other people and places. Children learn to play with other children. They are developing important social skills, such as sharing and turn-taking, as they play with support from the childminder.

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need to do better?

n The childminder finds out what children can already do when they start to attend. She uses this information and her own observations to identify what children need to learn next. She is aware of where there may be emerging gaps in children's learning and focuses her teaching on these areas. This means any gaps in children's learning are identified and children are supported to make progress. n The childminder creates a language-rich environment. She talks to the children all the time. She narrates their play and exposes them to a wide range of vocabulary. The childminder models language and asks children questions, giving them time to answer and offering answer choices when needed. This has a positive impact on the rate at which children's speech develops. This is evident as children use the same words and phrases in the correct context in later learning. n The childminder has strong relationships with children, and she eagerly joins

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need to do better?

their play to help support their learning. However, at times, she does not offer ways to extend children's learning to enable them to remain engaged in activities for longer. n Children have an array of resources to explore and promote their learning.

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need to do better?

24 September 2024 However, they move quickly from activity to activity and, for example, do not always support the childminder with her requests to tidy up. This means that children do not have a full understanding of the routines in place or have an awareness of when one activity finishes and another begins. n The childminder supports children's mathematical development well. She encourages children to count and look at shapes and introduces mathematics concepts, including 'faster' and 'slower' as children roll trains down the slide. The childminder encourages children to guess how many play people can fit on the bus and then count to see if this is correct. These experiences help to give children a secure base knowledge of mathematics. n Partnerships with parents are good. Parents are very happy with the service the childminder offers their children. The childminder shares regular information about what their children are learning.

p.2

need to do better?

n The childminder has been offering care for children over many years. She has built strong partnerships with other settings in her local area. She understands the importance of sharing information with them when they share care for the children. This promotes continuity in children's learning and development effectively. n The childminder understands the importance of continuous professional development. She undertakes training that helps to enhance her good knowledge and teaching skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n enhance interactions when joining children's play to support their learning and to ensure maximum engagement n embed routines to support children with transitions during their day, for example at tidy-up time.

p.3

Setting details

Unique reference number 124253 Local authority Croydon Inspection number 10355387 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 3 Date of previous inspection 28 November 2018

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Information about this early years setting

The childminder registered in 2001. She lives in Shirley, in the London Borough of Croydon. The childminder cares for children between 7.30am and 5.30pm, from Monday to Wednesday, during term time. She holds a relevant childcare qualification.

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Inspection activities

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 childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting through written feedback. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

24 September 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

24 September 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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