Stenning, Jayne

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

p.1

The provision is good

The childminder provides a warm and safe home-from-home environment for children. Children are happy and confidently move around the setting, selecting resources they would like to enhance their play experiences.

p.2

The provision is good

The childminder creates an ambitious curriculum for children and structures learning to ensure children have a secure understanding of what is being taught. For example, children read 'The Very Hungry Caterpillar' with the childminder, sharing their knowledge of the story. Children then make their own caterpillars out of coloured paper circles and glue. They discuss shape, colour and size as they excitedly create their caterpillars. The childminder extends further children's knowledge of the book and healthy eating by planning a food tasting experience using the different fruits the caterpillar ate.

p.2

The provision is good

The behaviour of children is good. The childminder provides children with opportunities to learn about sharing and taking turns. She sits alongside children as they play a board game together, helping children understand when it is their turn and when they must wait.

p.2

The provision is good

The childminder provides children with praise and encouragement and this builds children's confidence, helping them to persevere with tricky tasks. Children work hard to complete a puzzle, when they finish it, they call the childminder to look and share in their pride.

p.2

need to do better?

n The childminder knows her children well. She accurately tracks children's development from their starting points, providing challenging experiences that build on what it is they need to learn next. Children are well prepared for the next stage of their learning. n Overall, the curriculum for communication and language is well supported. Children begin to share their ideas, opinions and views with others. Children enjoy imaginative play. They work together to build a narrative using their past experiences for ideas. However, during focused activities the childminder's questioning of children is not effective. Children do not always understand what the childminder is asking them and therefore only answer 'yes' or 'no' rather than sharing their knowledge. n Children are eager to learn about the world around them and what makes them special. As they sit with the childminder reading 'All Kinds of People' children

p.2

need to do better?

point out those that have the same colour hair or eyes as themselves. They look at the childminder and share unique features, such as that she wears glasses. Children talk about other people they know at nursery or in their families and

p.2

need to do better?

22 January 2025 what makes them special. n The childminder uses the local environment to plan outings for children that will enhance their learning experiences. The childminder takes children to local playgroups where they socialise with other children. She visits the library and take children to places of historical interest, such as Eltham Palace. The childminder encourages children to begin to manage their own risk with visits to playgrounds where children can use larger apparatus to promote their physical development. n The childminder is beginning to support children to become independent. Children are excited to wash their hands, shouting 'my turn first' as they go to the bathroom. The childminder stands nearby to ensure they use soap and to remind them to wash all the bubbles away. However, with other tasks, such as wiping noses, the childminder automatically does this for children, with tissues

p.2

need to do better?

being kept up out of children's reach. This does not support them to recognise when they need a tissue and to try for themselves first. n Partnership with parents is good. Parents speak positively of the childminder, describing her as kind and patient. Parents comment on the excellent level of communication they receive through regular texts, pictures and verbal updates. Parents feel their children thrive in the care of the childminder. n The childminder is reflective in her practice. She regularly seeks the feedback of those using her service to ensure they are happy with the care and learning support she provides. The childminder has a network of local childminders that she works closely with. This network provides a support system of guidance and advice. The childminder continues to engage in training to ensure her knowledge remains up to date and relevant to children in her care.

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 develop the use of more effective questioning techniques children, so they understand more clearly what it is they are being asked and can share their knowledge n further encourage the independence of children by enabling them to have access to resources that will support them in their self-care, such as tissues.

p.3

Setting details

Unique reference number 124764 Local authority Croydon Inspection number 10368139 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 11 March 2019

p.4

Information about this early years setting

The childminder registered in 1997. She lives in Shirley, in the London Borough of Croydon. The childminding service is available Monday to Wednesday from 9am to 6pm. The childminder offers the government funded places for childcare. The childminder has a relevant early years qualification at level 3.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The inspector observed the interactions between the childminder and children. 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.

p.4

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.

p.4

Inspection activities

22 January 2025 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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