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 Not applicable

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The provision is good

The childminder creates a nurturing environment where children feel secure and valued. Children show a strong sense of belonging in the childminder's home. They share warm and trusting relationships with the childminder, and happily seek hugs and reassurance when needed. The childminder further supports children's emotional well-being by using their home languages. This helps them to feel understood and safe. When children are tired, they are confident to take themselves to the cosy corner and enjoy resting there.

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The provision is good

Children enjoy exploring a well-planned environment that reflects their interests and builds on what they can already do. When children are not interested in the planned activities, the childminder adapts what is on offer so that they can still practise the skills they need to further their development. Children select what they want to play with and are engrossed in their play. For example, toddlers select a posting money box and persevere to push all the coins in, with support and encouragement from the childminder. This helps them to develop resilience.

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The provision is good

The childminder builds strong partnerships with parents. She keeps them informed about their children's progress and shares ideas to extend their learning at home. Parents appreciate the childminder's collaborative approach and the positive impact she has on their children's development.

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need to do better?

n The childminder plans a well-sequenced curriculum tailored to each child's individual capabilities. She carefully considers the unique needs and family contexts of the children in her care. Using this information, the childminder designs a personalised programme focused on closing gaps in children's prior experiences and to broaden their understanding. For example, she provides children with many opportunities to engage in sensory exploration. n The childminder skilfully introduces new words to children, and provides opportunities for them to use these. For example, she names actions as children play. The childminder purposefully labels things incorrectly to motivate children to say the correct word. She pauses as she reads books, giving children the opportunity to practise using new words as they fill in the gaps. This helps to develop children's speaking and listening skills. n Mathematical learning is embedded in children's everyday play. The childminder

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need to do better?

challenges children to estimate whether the towers they build are 'taller' or 'shorter' than themselves. Children use sticks to create different shapes and the childminder helps them explore the different properties of the shapes. This helps children to develop their problem-solving skills and deepens their understanding of mathematical concepts.

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need to do better?

22 November 2024 n The childminder provides children with numerous opportunities to develop their physical abilities. They enjoy outdoor play in the secure terrace and regular walks to local woods and meadows. Indoors, the childminder plans activities to strengthen children's fine motor skills. For instance, she sets up a box with string threaded across it for children to explore and remove items from. This helps to enhance children's hand-eye coordination. n The childminder sets high expectations for children's behaviour and models them positively through a calm and consistent approach. She reminds children of these expectations, such as using resources safely and sharing. The childminder models how children can use their words to let their peers know what they want. However, at times, when children struggle to manage their emotions, the childminder does not provide further support to help them to self-regulate.

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need to do better?

n The childminder promotes healthy habits, including oral hygiene. Children enjoy drawing holes in toy teeth and then using brushes to clean these away. The childminder introduces vocabulary, such as 'cavities', and children use this themselves. Through discussions, she helps children to understand the importance of looking after their teeth and the impact of not brushing their teeth properly. n The childminder supports children to appreciate their differences and learn what makes them special. For example, she describes the differences between all children's hair in positive terms. However, she does not consistently provide opportunities for children to learn about diverse family structures or disabilities beyond their own experiences. n The childminder is passionate about her role. She is keen to keep learning to further improve her practice. The childminder is reflective and evaluates her provision. She knows her strengths and can identify areas that she wants to

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n support children further to learn how to manage their emotions and build on their self-regulation skills n strengthen the curriculum to support children's understanding of the diversity of life in modern Britain beyond their immediate families.

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Setting details

Unique reference number 2676626 Local authority Croydon Inspection number 10367456 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 Not applicable

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Information about this early years setting

The childminder registered in 2022 and is based in the London Borough of Croydon. She offers childcare all year round, from 7am to 6pm, Monday to Friday. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n The inspector held a number of discussions with the childminder and the children at appropriate times during the inspection. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n Parents shared their views of the childminder and 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

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

22 November 2024 22 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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