Powell, Gillian

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 has a calm and sensitive manner. She provides a safe, nurturing and engaging environment. This enables children to relax and develop a sense of belonging. The childminder forms close bonds with children, and they often seek her out to join in with their play.

p.2

The provision is good

The childminder has designed a curriculum that reflects the children's interests and their next steps in learning. She organises an abundance of outings within the local community, including trips to playgroups, a birds of prey centre and a pick-your- own farm. She makes the most of these experiences to help children enhance their social skills, broaden their understanding of the world and support their physical development.

p.2

The provision is good

The childminder treats the children with respect, and in turn, children behave well and respond positively when she gives them simple instructions. For example, children excitedly put toys back where they belong when they have finished playing and help to bring their sleep mats. The childminder acknowledges their achievements and efforts, which aids in building their self-esteem and confidence. Children are encouraged to develop independence during routine activities. For instance, they choose the toys they wish to play with, practise handwashing and assist in preparing fruit for snack time.

p.2

need to do better?

n The childminder has effective systems in place to gather information about what children already know and can do when they join her setting. She closely monitors children's progress and completes regular assessments to help her to identify any gaps in learning. The childminder works closely with parents and encourages them to continue to support children's learning at home. This contributes to the good progress that children make. n The childminder regularly reviews her service and seeks ways to enhance the quality of the care she provides. She participates in training courses to extend her professional skills. For example, the childminder has recently undertaken training focused on supporting children's speech and language, which is evident in the language-rich environment. n The childminder supports children's language and communication skills through modelling new language and providing a narrative as children play. She

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need to do better?

introduces new words as she plays alongside them. For instance, as children explore the arctic animals, she names each animal and introduces new vocabulary, such as 'icy' and 'cold'. n Children explore dough with great interest and focus. The childminder gives them new experiences when she, for instance, encourages them to smell the

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need to do better?

13 January 2025 nutmeg scent. Children follow her lead when she models rolling, patting and squeezing the dough. This supports children's small-muscle strength. The childminder encourages children to make patterns in the dough using various tools and skilfully introduces early mathematics, such as shape and size, while they play. n The childminder organises her environment with a good range of resources to enable children to choose toys. Although the children are interested in the activities on offer, the childminder does not always consider how children can fully access the resources independently to purposefully build on their learning and investigation skills. n The childminder establishes good partnerships with parents. They speak positively about the good quality of care and education provided. The childminder keeps parents up to date about their children's progress. Daily feedback and photographic diaries are shared with parents to keep them

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need to do better?

informed of their children's development. n Children freely access books, which are displayed around the setting. The childminder arranges regular visits to the local library, where children borrow books that interest them. Children take books home to share with their parents. This helps to support children's flourishing early literacy skills and promotes continuity of care. n The childminder gives children consistent messages to support healthy choices. She provides healthy, varied and nutritious meals for children and encourages them to drink plenty of water to keep hydrated. Children follow good hygiene procedures, such as washing their hands before snacks and meals. Children learn to follow good hygiene practices. n Children confidently use stamps and tools to create pictures that are proudly displayed throughout the setting. They show pride in their work as they eagerly share their creations with the childminder. The childminder skilfully introduces

p.3

need to do better?

colour mixing. Children are interested to see what happens when they mix different colours together. The childminder encourages children to experiment, which further builds on their curiosity.

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 the organisation of resources to ensure all children are able to fully access them and to build on children's learning and investigation skills.

p.3

Setting details

Unique reference number 124663 Local authority Croydon Inspection number 10367397 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 7 February 2019

p.4

Information about this early years setting

The childminder registered in 1996 and lives in the London Borough of Croydon. She operates all year round, Monday to Friday, from 8am to 6pm. The childminder holds an appropriate qualification at level 3. The childminder offers the government funded places for childcare.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The inspector observed the interactions between the children and the childminder. n The childminder provided the inspector with a sample of key documentation on request. n Written feedback from parents was reviewed by the inspector, who took account of their views. n The childminder spoke to the inspector about her intentions for children's learning.

p.4

Inspection activities

13 January 2025 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

13 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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