Childminder in Lewisham

Inspection date

Previous inspection date 28 February 2017 15 October 2013

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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

 Children develop positive relationships with each other. Older children are caring towards younger children. For example, when young children stumble, older children quickly reach out and stop them from falling over.  The childminder motivates children successfully to help encourage them to explore activities that support their physical development. For example, young children learn to walk on balancing beams and older children learn to jump from a small height and land appropriately. Children make good progress towards next stages in their learning.  The childminder shares information effectively with schools and other settings that children attend. She shares ideas and resources with parents to help them continue children's learning at home. For example, she identifies children's favourite books and sends them home for them to share with their parents.  The childminder provides opportunities for children to share their experiences of events

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This provision is good

that are special to them and their families. They learn to value similarities and differences between themselves and others. All children feel welcome and valued.

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It is not yet outstanding because:

 The childminder does not make the most of the information collected at starting points to plan even more accurately and help children achieve the highest outcomes.  Occasionally, the childminder misses some opportunities to help children develop a consistent understanding of the routines to follow when they finish their snack.

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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

 make the most of information collected when children start at the setting, to help plan even more precisely for their learning and to help them achieve the highest outcomes  provide consistent opportunities for children to learn the routines to follow when they finish eating to help build on their awareness of hygiene routines even further.

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Inspection activities

 The inspector observed children and their interactions with the childminder.  The inspector viewed a sample of documents, including children's learning records.  The inspector took account of the views of parents and children.  The inspector held discussions with the childminder at appropriate times.

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Effectiveness of the leadership and management is good

The childminder makes good use of self-evaluation to enable her to develop her practice continually. For example, she has addressed the recommendation raised in the last inspection and rearranges resources effectively to help support children's free choice. She makes good use of her knowledge and skills to improve her practice further. For example, she has improved opportunities for children to contribute to the planning process and takes account of their emerging interests. This helps children to learn to lead their own play. Safeguarding is effective. The childminder understands the procedures to follow should she have concerns for children's welfare. She knows how to identify concerns relating to children's extreme behaviours. The childminder tracks children's progress regularly, which enables her to identify and address any gaps in their learning.

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Quality of teaching, learning and assessment is good

The childminder makes good use of regular opportunities, such as children's role play, to support their communication and language development. For example, she had a pretend telephone conversation with children and asked them questions to help them learn to introduce themselves when talking to somebody. The childminder provides a wide range of resources to help stimulate children's imagination and creativity. For example, children change a baby doll's nappy, pack a bag for an outing and pretend to take her for a stroll. The childminder introduces children to letter sounds and she reads to them, which helps support their literacy development. They find appropriate resources to use as props during the activity, which helps increase their enjoyment even further.

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Personal development, behaviour and welfare are good

Children build confidence in their abilities and they develop a positive sense of themselves. For example, the childminder praises them for their achievements and they happily join in with the clapping to help encourage each other. Children build on their independence. For instance, older children learn to open yoghurt pots at lunchtime. Children behave well and the childminder supports them effectively to help them learn to take account of the needs of others. For example, older children learn to wait patiently for their turn as younger children open flaps in books and look at the pictures.

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Outcomes for children are good

Children enjoy their interactions with the childminder and have a happy time at the setting. This helps support their emotional development. They thoroughly enjoy mark- making activities. For example, young children learn to use tools and equipment effectively to make marks and older children concentrate for extended periods on these activities. Children are prepared well for the next stages in their learning.

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Setting details

Unique reference number EY439826 Local authority Lewisham Inspection number 1062547 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 15 October 2013

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Telephone number

The childminder registered in 2011. She lives in the London Borough of Lewisham. She provides childcare all day on 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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