Childminder in Southwark

Inspection date

Previous inspection date 28 September 2015 26 January 2012

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder maintains precise records of her observations of children and knows their interests, likes and dislikes. This helps her to plan effectively for their individual needs, and all children make good progress from their starting points.  The childminder promotes children's understanding of people's differences by providing them with activities and resources that reflect different cultures and traditions. Children learn about the wider community and build on their understanding of the world.  Children form friendly relationships with the childminder and freely approach her when they need help. Her positive interactions with the children mean that they feel valued and develop self-esteem.  Children use polite words when they speak, for example, they spontaneously thank the childminder when she assists them at snack time. This helps them to build on their social skills.  The childminder tracks children's progress to identify and reduce gaps in children's

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This provision is good

learning. Through training, she knows the procedures to follow to seek advice from professionals to support disabled children and those who have special educational needs.

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It is not yet outstanding because:

 Children do not always have sufficient opportunities to develop their early reading skills, for instance, to develop their curiosity to explore books.  On occasions, the childminder misses opportunities to build on children's self-esteem, for example, by encouraging them to make a positive contribution to daily routines.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 review the organisation of resources to enable children to make free choices to develop their early reading skills, including encouraging their curiosity to explore books  extend opportunities for children to develop a sense of belonging, including making a positive contribution to daily routines.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning.  The inspector carried out discussions with the childminder at appropriate times.  The inspector sampled policies and procedures, and children's developmental records.  The inspector took into account the views of children.  The inspector discussed with the childminder how she takes into account the views of parents to evaluate the quality of the provision.

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Effectiveness of the leadership and management is good

The childminder has made good progress towards the recommendations set in the previous inspection. She effectively identifies areas for improvement through ongoing discussions with parents and through her observations of children and their needs. This enables her to raise the quality of care and learning provided to children. She attends training organised by local authority advisors to update her knowledge of the Early Years Foundation Stage. She seeks their advice to review her policies and procedures and to ensure she meets the requirements. The childminder knows how to identify concerns about children's well-being and refer them to professional agencies for advice. Safeguarding is effective. The childminder understands her duty to protect children to ensure their safety. She has established close links with the teachers at local schools and has developed processes to share information with them to ensure a smooth transfer for

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Quality of teaching, learning and assessment is good

The childminder is flexible with her planning and gives importance to children's changing interests. For example, the childminder had planned an art activity for the children, but followed their lead when they chose to move on to role play. Children enjoy what they do and this has a positive impact on their learning. Children use their imagination in play and display their observations of the real world. For example, they pretended to cook and they took the baby doll for a walk in the pushchair. The childminder extended their learning by helping them to name objects and by describing what they did.

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Personal development, behaviour and welfare are good

The childminder has developed effective settling-in processes to ensure children's emotional well-being when they start. Children bring in familiar toys from home and their parents provide family photographs for children's records. The childminder uses these to stimulate positive discussions with the children. Young children develop their physical skills and build confidence in trying new experiences, for instance, as they explore the equipment in the park. The childminder provides praise and encouragement to motivate children as they learn to feed themselves independently.

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Outcomes for children are good

Young children develop their communication skills as they play, for instance, they express their ideas in single words and short phrases and learn to follow simple instructions. The childminder supports them effectively to develop key skills that promote their progress towards the next stages in their learning.

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Setting details

Unique reference number EY431800 Local authority Southwark Inspection number 823723 Type of provision Childminder Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 1

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Name of provider

Date of previous inspection 26 January 2012

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Telephone number

The childminder registered in 2011. She lives in the London Bridge/Bermondsey area in the London Borough of Southwark. She provides childcare all day during weekdays, for most of the year.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 .

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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