Whitlock, Angela

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

Children thrive in the childminder's care. Her warm, nurturing and relaxed approach supports children's emotional development effectively. Parents comment that their children are cared for with love and professionalism. The childminder encourages children to use good manners and gently reminds them if they forget. She intuitively understands and meets their individual needs, for example, if they are tired or hungry. This helps the children to be comfortable, confident and display positive attitudes toward their learning. Children are familiar with the daily routines and eagerly participate in the activities on offer. Their independence is promoted, for instance, when they cut up the vegetables to make spring rolls and manage their own personal care.

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The provision is good

The childminder adapts her curriculum to address the unique needs of each child. She encourages independent thinking and resource sharing. For instance, the children practise taking turns during the 'What's in the bag?' activity, where they select a prop representing a song. They sing enthusiastically, delighting in their favourite rhymes, and energetically stomp around pretending to be a soldier. The childminder's curriculum aims to foster confidence, effective communication, good behaviour and independence in children. Additionally, she focuses on enhancing their physical and social skills, preparing them effectively for future learning.

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need to do better?

n Children make good progress. The childminder gathers information from parents to understand each child's development when they start. She observes the children to help identify their next steps. This allows her to tailor the curriculum to sequence children's learning to aid their progress. By incorporating children's interests into planned activities, she ensures they remain keen, engaged and active learners. n The childminder knows that children with special educational needs and/or disabilities may need expert help. She works closely with parents and other professionals to ensure all children receive the support they need to make the best possible progress. n The childminder seamlessly integrates mathematics into her daily activities and routines. Children explore shapes when they complete a puzzle and measure the ingredients when making play dough. They learn about volume and capacity while playing in the water and sand trays. The childminder provides many

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need to do better?

opportunities for counting, such as counting the pieces of spring onion as the children cut them. This helps children grasp basic mathematical concepts. n The childminder plans engaging outings for the children. They socialise in toddler groups, borrow books from the library and visit a fire station. During these excursions, the childminder teaches essential personal skills such as road

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need to do better?

11 February 2025 safety. Equipped with binoculars, the children explore nature in the woods, grow their own plants and observe the life cycle of a butterfly. These hands-on experiences bring their learning about the world to life. n The childminder fosters children's awareness of good health practice. She helps them to keep their noses clean and provides healthy home-cooked meals and snacks. Children wash their hands properly and use their own towels, minimising cross-contamination. Additionally, the childminder uses toy teeth to demonstrate proper tooth-brushing techniques. n The experienced and dedicated childminder keeps her mandatory training up to date, such as safeguarding and first aid. She regularly reads information online to increase her knowledge and share good practice with other childminders. However, she does recognise that she can advance her professional development further by targeting specific training to enhance her teaching skills for all

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need to do better?

children. n The childminder helps children with early literacy skills. She reads stories in a way that captivates their full attention. The children sit close to her and know their favourite stories well. The childminder helps them understand, for example, when they discuss characters in the story with a disability. She introduces new vocabulary through everyday activities. For example, she teaches them words such as 'spring onion', which they quickly learn. n Parents are highly complimentary about the childminder. They have noticed that their children are more confident and better at socialising and their imaginative play has flourished. Parents appreciate the childminder's advice, particularly on toilet training. They see their children enjoying activities and then demonstrating them at home. Parents believe this shows how much the children are learning and thriving under the childminder's care.

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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 identify and access relevant opportunities for continuous professional development to further enhance the quality of teaching and education for all children.

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Setting details

Unique reference number 124859 Local authority Croydon Inspection number 10368328 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 15 March 2019

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Information about this early years setting

The childminder registered in 2000. She lives in Addiscombe, in the London Borough of Croydon. The childminder has a childcare qualification at level 3. She cares for children between 7.30am and 5.30pm, Tuesday to Friday, term time only. She provides funded early education for children.

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Inspection activities

n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the childminder with the inspector. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector observed the interaction between the childminder and the children. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum.

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Inspection activities

11 February 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

11 February 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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