Childminder EY543569

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 welcoming environment, where children feel safe, secure and are eager to learn. She builds warm and trusting relationships with the children and knows each of them exceptionally well. Children show high levels of emotional well-being. Interactions between the childminder and children are positive. The childminder models good manners and praises children for their achievements. For instance, she claps her hands and says, 'Well done', when they do actions to rhymes by themselves. This helps to build children's confidence and self-esteem.

p.2

The provision is good

The childminder provides a broad and balanced curriculum that supports children's learning and development effectively. She carefully plans engaging activities that reflect children's interests and development needs. Children enjoy a range of experiences that have been planned to help them to learn and develop. For example, they happily take part in song times, role play and stories.

p.2

The provision is good

Children are confident, curious learners, they benefit from regular outings in the local community, including trips to the park and natural trails. These experiences enhance their social skills, physical development and understanding of the world. All children make good progress in their learning.

p.2

need to do better?

n The childminder reflects on her practice and takes up regular training to keep up to date and develop her knowledge. She recently completed training about how to help children engage more with their natural environment. As a result, she incorporates regular opportunities for children to experience nature. For example, when they go to the local lake area, children enjoy laying down on the grass and gazing into the sky. They are encouraged to talk about what they can see and hear. This supports children's ability to slow down and relax. n Children have opportunities to develop their communication and language skills. The childminder encourages young children to join in singing nursery rhymes. She provides them with finger puppets to support the understanding of the words and for them to explore the textures. Older children freely tell visitors that they saw dinosaurs when they visited the local museum. Children listen to

p.2

need to do better?

stories and explore books for themselves, making the sounds of the animals they can see. This also supports children's early literacy skills. n The childminder helps children prepare for their future education. She understands that children need to gain confidence, concentration skills and positive attitudes towards learning. Children know what is expected of them and are able to follow the childminder's instructions. Children develop their social skills and build friendships with their peers as well as care for the younger

p.2

need to do better?

11 July 2025 children. n The childminder observes children regularly and assesses their individual learning needs. She uses this information well to plan and provide a range of activities. However, at times, the learning environment and set up is limiting younger children to choose resources. This means they have fewer opportunities to explore freely across all areas of learning. n The childminder is a good role model and eagerly joins children's play. She plans a variety of learning opportunities for children. For example, she plans role-play activities, where children can learn about people who help us. However, the childminder does not always respond to children's emerging interests. This means that activities do not always support children's learning as precisely as they could. n The childminder supports children well with their personal skills. She teaches them about personal hygiene procedures from a very young age. Children learn

p.2

need to do better?

to wipe their hands and the childminder playfully includes them in cleaning the changing mat after their nappy change. She supports older children to use the toilet independently and to learn when and why they have to wash their hands. This supports children's good health. n Parent partnership working is effective. The childminder starts building strong relationships with the parents from the start. She gathers much information about the children to help them settle smoothly into her care. She continues to keep parents up to date with children's interests and achievements. She offers ideas to parents to help continue their children's learning at home. Parents are particularly happy with the range of activities and outings the childminder provides for their children.

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 planning further to enable children to explore freely across all areas of learning n strengthen the focus given to children's emerging interests during activities to extend their learning further.

p.3

Setting details

Unique reference number EY543569 Local authority Croydon Inspection number 10394519 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 4 Date of previous inspection 10 September 2019

p.4

Information about this early years setting

The childminder registered in 2016. She lives in the London Borough of Croydon. She provides care from 7am to 5pm, Monday to Friday, term time only. The childminder holds an appropriate childcare qualification at level 3.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years setting, including the aims and rationale for the curriculum. n The inspector observed the quality of teaching and impact this has on children's learning. n The childminder and the inspector carried out a joint observation together. n The inspector viewed the provision and discussed the safety and suitability of the premises with the childminder. n The inspector took account of the written feedback of parents.

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

11 July 2025 11 July 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.

p.4

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6