Clout, Maria Annette

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children thoroughly enjoy the time they spend with the childminder. They develop strong bonds with her. Children approach the childminder for reassurance and support when they feel unsure around unfamiliar people. They chat confidently to the childminder and show her what they are doing. The childminder offers continuous praise and encouragement to help children to build their self- confidence. Children's behaviour is good. They benefit from an interesting curriculum. The childminder develops young children's love of books and engagement at story times. Children listen well for ample periods of time as the childminder reads to them. They have access to a well-resourced bookcase, and the childminder takes them to regularly visit the local library to look at books.

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The provision is good

The childminder supports children's physical development well. Children have good opportunities to be outdoors and to develop their physical skills. They access the childminder's garden and go on outings to the park, soft-play areas and the farm. The childminder encourages children to explore the natural world, such when they go on nature walks to collect leaves for art projects. The childminder successfully encourages children to persist at new activities. She introduces tools, such as tweezers, to help improve the strength and dexterity in children's hands, as well as their hand-eye coordination. Children concentrate intently as they squeeze tweezers to collect pom-poms to transfer to colour coordinated pots.

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need to do better?

n The childminder promotes children's understanding of mathematical concepts well during their play. She encourages children to learn to identify and use numbers, shapes and colours during threading activities. Children show good levels of concentration as they thread coloured buttons and cotton reels onto their string. They demonstrate a good knowledge of primary and secondary colours. n The childminder is proactive in observing children's development and gathers information from parents. This supports her to assess children and plan activities to help them to make good progress in relation to their starting points in their development. The childminder plans a curriculum that encompasses experiences for children that cover all areas of learning. n The childminder regularly updates parents on their children's progress. She shares the activities that children have enjoyed and their next steps in their

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need to do better?

learning. This helps to encourage parents to support their children's development at home and fosters continuity in children's development. n The childminder extends children's vocabulary as she introduces new shapes to children, such as 'hexagon'. She engages children in meaningful conversations and reads stories to them. However, the childminder does not consistently

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need to do better?

12 November 2024 consider providing children who speak English as an additional language with the opportunity to see and or hear their home languages within the setting. n Children have opportunities throughout the year to learn about their own cultures and heritage and those of their friends. For example, children learn about Easter and Diwali, where they take part in creative activities and try different foods. n Children learn about the importance of leading a healthy lifestyle through fun activities. For instance, while children create a tea party for the dolls, the childminder talks to them about healthy food choices. She discusses the benefits of healthy foods on the body and the importance of tooth brushing after eating sugary foods. Children have access to their own water beakers and are encouraged to have a drink regularly. Parents are responsible for providing meals and snacks, which the childminder stores well to ensure children's health and

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need to do better?

well-being. n Partnerships with parents are fostered from the start. During the settling-in stage, the childminder finds out about children's comforters, routines, medical needs and abilities. She uses this information to plan for what children need to learn next. This supports children to settle into her care with ease. Parents are complimentary about the care and support their children receive. They comment they would highly recommend the childminder to anyone who wants to obtain a tailored childminding service for their children. n The childminder is reflective and regularly evaluates her practice to ensure that she continues to provide good-quality care and education. The childminder keeps her knowledge up to date. She attends training and has obtained a level 3 qualification in supporting children with special educational needs and/or disabilities.

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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 provide meaningful opportunities for children to hear and use their home languages.

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Setting details

Unique reference number EY464455 Local authority Sutton Inspection number 10367367 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 4 Date of previous inspection 5 February 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Worchester Park, in the London Borough of Sutton. She operates from 8am to 5.30pm, Monday to Friday, for most of the year. The childminder holds a childcare qualification at level 3 and offers government funded childcare.

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Inspection activities

n The inspector completed a learning walk of the spaces that are used by the children and discussed the different activities that the childminder 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 written feedback from parents. n The inspector sampled relevant documents.

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Inspection activities

12 November 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

12 November 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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