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 Met

p.1

The provision is good

Children form secure bonds with the childminder. For instance, they cuddle close to her as she reads a book to them. The childminder is a good role model and is caring and respectful in her interactions with children. Children behave well. They show they are happy. For example, they smile in response to her encouragement as they play.

p.2

The provision is good

The childminder provides strong support for children to build on their communication and language development. She sings to children and encourages them to copy actions. She checks young children's understanding of the names of parts of the body, such as the nose and tongue, and praises them when they learn to identify the relevant body part. Children build confidence in their abilities.

p.2

The provision is good

Children build on their hand-eye coordination. For example, they learn to post shapes into a shape sorter. They follow instructions well, for example as the childminder encourages them to 'push' the shape in or to 'take it out'. The childminder supervises children well during activities to ensure their safety.

p.2

The provision is good

The childminder plans an effective curriculum that aims to provide strong foundations for children's future learning. She promotes their communication, physical skills and social skills well through planning and delivering activities that help children build on what they already know.

p.2

need to do better?

n The childminder shares information with parents effectively to support a smooth settling-in process for children who start at the setting. She visits the children at their home to better understand children's routines and backgrounds. Parents provide positive feedback that the settling-in process has been beneficial to settle their children with ease at the setting. n The childminder ensures that curriculum planning is meaningful and meets the needs of children who attend. Children respond well to the learning opportunities she provides and are busy and engaged. Children thrive, supported by the positive interactions from the childminder. n Children learn to communicate their needs. For example, the childminder places a water bottle in children's reach and young children crawl towards the water bottle when they would like to have a sip of water. The childminder supports children well to help them build on their independence. The childminder works in

p.2

need to do better?

close partnerships with parents to support children's dietary needs. n The childminder promotes children's love for books. She uses props such as small world models of dinosaurs to stimulate children's interests. She introduces children to vocabulary such as 'big' and 'small'. Children learn to repeat words,

p.2

need to do better?

4 April 2025 such as 'baby' dinosaur. However, at times, the childminder does not provide sufficient time for children to explore activities to their satisfaction before moving them on to another. For example, while children are still exploring a book, she sometimes introduces them to another book. This does not fully support children to learn to focus during activities and to build on their concentration. n Children learn about the use of technology. For example, they press buttons on play resources and listen to the sounds. In the context of children's play, the childminder also uses these opportunities to introduce children to the names of animals and the sounds they make. Children build on their understanding of the world. n The childminder introduces children to numbers and simple counting. She introduces children to the names of shapes. She shows children how to stack cups in order of their size, from the biggest to the smallest. Children build on

p.2

need to do better?

their early mathematical knowledge. n The childminder undertakes appropriate training, for instance to update her knowledge of child protection and food safety. She networks with other childminders to refresh her understanding of current practices in childcare. The childminder allowed her paediatric first-aid training to lapse for a short period of time. Nevertheless, she has taken swift steps to put this right. n The childminder does not provide as many opportunities for young children to explore mark making in different ways to support them to extend further on their creativity.

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 strengthen opportunities for children to focus on and explore activities to their satisfaction before leading them on to another n increase opportunities to stimulate young children's early interest to explore mark making in different ways.

p.3

Setting details

Unique reference number 124853 Local authority Croydon Inspection number 10372578 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 1 Date of previous inspection 26 April 2019

p.4

Information about this early years setting

The childminder registered in 1996 and lives in Croydon. She operates all year round, from 8am to 6pm, Monday to Friday. The childminder has a childcare qualification at level 3.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The inspector took account of the views of parents and the children. n The inspector observed the interactions between the childminder and the children and assessed the impact this has on the children's learning. n The childminder and the inspector carried out a joint observation of an activity. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on the children's learning. n The inspector held discussions with the childminder at appropriate times. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

4 April 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.

p.4

Inspection activities

4 April 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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