Keeley, Tamera Anne

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

The childminder creates an environment that fosters children's independence. She provides a wide range of ambitious activities for children to choose from. The childminder considers children's interests when building her curriculum. Children are excited and motivated to self-select from increasingly challenging resources. This enables them to practise new and increasingly tricky skills. The childminder seamlessly sequences activities through a fun and engaging routine. Children are always busy learning. They are curious learners who feel excited to explore the wide variety of learning opportunities on offer.

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The provision is good

The childminder builds strong and nurturing relationships with all children. She develops familiar routines that support children to feel safe and secure. Children develop high levels of self-esteem. The childminder praises all children and celebrates their achievements. Children gain confidence in themselves and their ability to do things without support. This promotes children's emotional security and happiness at high levels. The childminder has a strong understanding of how to support children's behaviour. She has a clear set of ambitious expectations that she shares with children. The childminder teaches toddlers to be mindful of the needs and feelings of babies. Children are kind and considerate to others. They behave well.

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need to do better?

n The childminder skilfully creates a curriculum that focuses on developing the key skills children need to learn. She creates activities that provide children with opportunities to develop multiple skills. Children can build on what they know and can do, and they experience success in their learning. All children are well prepared for the next stage of their education, including nursery. n The childminder finds out what children know and can do. She skilfully identifies when children have gaps in their learning. The childminder supports children to build on skills by giving them time to practise. She tracks the progress they make across all areas of learning and confidently identify gaps in children's learning. This ensures that children reach their developmental milestones. n The childminder has a strong understanding of how children learn new language. She promotes children's speaking skills by introducing increasingly

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need to do better?

complex vocabulary. For example, children learn the new word 'prickly' as they describe a hedgehog. The childminder encourages children to repeat new words that they have learned. Children develop high levels of fluency and confidence as they express their needs. n The childminder promotes children's literacy skills very well. She provides a variety of opportunities for children to select their favourite stories. Children are confident listeners who are familiar with story language. They can retell stories

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need to do better?

25 October 2024 with increasing confidence. This supports children's early reading skills. n Overall, the childminder considers the needs of all children when planning activities. However, on occasion, when children struggle to take turns, the childminder does not consistently adapt her planning to support them to join in. As a result, not all children are able to develop their resilience further. n The childminder understands the importance of healthy lifestyles. She prepares a wide variety of nutritious food for children to enjoy. Children learn that healthy foods help them to be physically strong. The childminder provides daily opportunities for children to explore nature in the fresh air. This promotes children's physical development. n The childminder has a strong understanding of the self-care skills children need to learn. She encourages the youngest children to do things for themselves. For example, children put on their shoes, drink from a cup and tidy up. Children feel

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need to do better?

competent and confident. The familiar structure and routines support them to develop high levels of independence. n Parent partnerships are strong. They report that their children make progress across a range of skills. Parents say that the childminder has warm relationships with their children. They say that the information the childminder provides helps them to promote their children's learning at home. n The childminder understands that continuous professional development is important. However, she recognises that she has not fully developed opportunities to develop her practice and teaching skills even further.

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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 consider further how activities are planned to support all children to take turns and build their resilience further n develop continuous professional development opportunities to help the quality of education to continue to develop over time.

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Setting details

Unique reference number EY387723 Local authority Sutton Inspection number 10363823 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 8 Date of previous inspection 10 January 2019

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Information about this early years setting

The childminder registered in 2009. She lives in Carshalton, in the London Borough of Sutton. The childminder operates Monday to Friday, all year round. Her operating hours are from 7.30am until 5.30pm. The childminder works with an assistant. She holds a recognised early years qualification at level 3. The childminder offers government funded childcare.

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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 showed the inspector around the premises and discussed how she ensures that they are safe and suitable. 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 quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

25 October 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

25 October 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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