Childminder in Southwark

Inspection date

Previous inspection date 5 May 2017 12 February 2015

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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 benefit from close partnerships between the childminder and other settings they attend. The childminder shares information effectively with the key person and she visits the other setting to read to children. She makes good use of opportunities to talk to the children about their time at pre-school. This helps to support continuity in children's learning experiences.  The childminder supports children's communication and language development well. For example, she introduces new vocabulary in the context of their play, which helps them to build on their understanding of the meaning of words. Children make good progress from their starting points.  Children form close bonds with the childminder and freely seek her help when they need it. This helps to support their emotional well-being. They learn to find solutions to problems. For instance, children request that the childminder lifts them up so they can

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It is not yet outstanding because:

 The childminder does not always make the most of available space to help increase opportunities for children's learning even further.  The childminder does not always provide consistent opportunities for children to understand the procedures to follow in the event of an emergency.

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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

 seek to make the most of available space and to increase opportunities for children's learning even further  provide consistent opportunities for children to learn to keep themselves safe from harm.

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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 held discussions with the childminder at appropriate times.  The inspector took account of the views of parents and children.  The inspector assessed the effectiveness of the childminder's self-evaluation.

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Effectiveness of the leadership and management is good

The childminder reflects well on her practice and has made good progress in terms of the recommendations raised in the previous inspection. She continually aims to improve her knowledge and skills further. For instance, she makes use of professional development opportunities to help improve her practice, such as completing effective progress checks for children aged two years. The childminder encourages two-way communication with parents. For instance, she tracks individual children's progress regularly and works closely with parents to help identify any concerns in their learning. Parents send in photographs of what children do and achieve at home and the childminder uses these to initiate discussions with children. Safeguarding is effective. The childminder is confident about the procedures to follow to protect children and ensure their safety. She has up-to-date knowledge of changes to safeguarding guidelines.

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Quality of teaching, learning and assessment is good

The childminder plans well for the next steps in children's learning. For example, she plans visits to local amenities, such as soft play centres, the park and local library, to help build on children's interests. She skilfully captures children's engagement in activities, for instance, through demonstrating and talking. Children observe, listen to instructions and learn to copy actions, such as rolling, patting and cutting the play dough. This helps to support their communication skills and creativity. She helps children learn to use mathematical language, such as 'big' and 'small', as they make shapes with the play dough. The childminder provides opportunities for children to identify and name letter shapes. This helps them to build on their early literacy skills.

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Personal development, behaviour and welfare are good

The childminder is a good role model. She treats the children with respect and models polite language. She gently guides them towards positive behaviour. For instance, she encourages them to look out for a cat to stop them pulling their cap over their eyes as they walk. Children build confidence in their abilities, for instance, as the childminder praises them when they persevere to complete tasks. The childminder makes good use of everyday opportunities to help support children's independence. For example, she encourages them to learn to get their shoes on and fasten them. When they have their snack she teaches them which way to hold the spoon to scoop the yoghurt effectively.

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Outcomes for children are good

Young children learn to name objects. This helps to support their early communication skills. Older children learn to recount their experiences. For example, they name the children who accompanied them on a train journey. Children make good progress in their learning and are prepared well for their move on to school.

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Setting details

Unique reference number 107303 Local authority Southwark Inspection number 1089010 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 5

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Name of registered person

Date of previous inspection 12 February 2015

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Telephone number

The childminder registered in 1995. She lives in the Peckham, in the London Borough of Southwark. She provides childcare all day, Monday to Friday, 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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