Childminder in Lewisham

Inspection date 30 October 2018 Previous inspection date Not applicable

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Effectiveness of leadership and management Requires improvement

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Quality of teaching, learning and assessment Requires improvement

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Personal development, behaviour and welfare Requires improvement

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Outcomes for children Requires improvement

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The provision requires improvement. It is not yet good because:

n The childminder's professional development is not focused well enough on developing her teaching practice to provide children consistently with good-quality learning experiences. n The childminder does not assess children's progress well enough to ensure that accurate and appropriate information is used to help her to plan challenging activities to support children's individual learning. n The childminder does not give enough consideration to how the organisation of the play environment can be managed most effectively to support children's learning. n The childminder does not evaluate the quality of her provision effectively to help her to identify and address weakness in her knowledge and skills, to drive improvements and improve outcomes for children.

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It has the following strengths

n Feedback from parents is positive. Information is shared with parents so that they are generally kept informed about how their children are doing and the activities they enjoy. Children benefit from some continuity between the setting and home. n The childminder is warm and caring and provides a welcoming environment. Children are happy and settled and have built close relationships with the childminder, who ensures their care needs are sufficiently met. This helps children to develop positive relationships.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date improve the programme of professional development and focus more precisely on developing teaching practice to continue to improve the quality of learning experiences offered to the children 05/12/2018

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What the setting needs to do to improve further

use the information gained from assessment to plan suitably challenging activities that meet children's individual learning needs and help them to make good progress 05/12/2018

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What the setting needs to do to improve further

revise the indoor play area to create a more exciting and enriching learning space for children. 19/11/2018

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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

n make effective use of self-evaluation to identify accurately all areas for improvement, to help improve outcomes for children.

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What the setting needs to do to improve further

Inspection activities n The inspector held a number of discussions with the childminder. She sampled a range of documentation, including the children's learning records, certificates of training and evidence of suitability of adults living at the premises. n The inspector viewed all areas of the home used for childminding and the toys and resources available. n The inspector spoke to parents during the inspection and took account of their views. n The inspector observed the quality of teaching during activities and completed a joint observation with the childminder. n The inspector spoke to the children at appropriate times throughout the inspection.

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Effectiveness of leadership and management requires improvement

The childminder accesses training and conducts research to keep some of her knowledge up to date. However, her plan for improving her professional development is not good enough, and she does not give enough attention to improving the quality of her teaching. Although the childminder carries out self-evaluation, and seeks the views of parents and other childminders, this is not sufficiently rigorous to identify and address weaknesses in her practice. Safeguarding is effective. The childminder has a sound understanding of child protection issues and what to do should she be concerned about a child's well-being. Parents express their appreciation of the care the childminder provides. She keeps them informed through daily discussions about their child's daily activities.

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Quality of teaching, learning and assessment requires improvement

The childminder has a basic understanding of how to promote children's learning and development as they play. She carries out some observations of children's progress and provides a varied range of activities to support their learning. However, she does not consistently use what she knows about the children to plan activities that provide challenge and help them to make good progress. The childminder focuses on teaching children the basic skills that will secure their future learning. For example, she promotes their listening and sharing skills well. She helps children to learn to count and to recognise colours. The childminder interacts well with children. She models language and repeats words to help young children develop their emerging language.

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Personal development, behaviour and welfare require improvement

The childminder does not organise and plan the areas she uses for childminding well enough to provide adequate space to offer a sufficient balance of adult-led and child-led activities. Nevertheless, children respond well to the childminder's warm and reassuring approach. She offers children praise and encouragement and supports their self-esteem and confidence. Children attend various playgroups, which helps them to mix with others, build friendships and develop social skills. Children's health is promoted. For example, children choose from a range of healthy snacks and meals and are encouraged to try them. The childminder ensures children adopt good hygiene routines.

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Outcomes for children require improvement

The weakness in teaching and organisation of the play environment mean that children do not make as much progress as possible. Despite this, children are developing some key skills in readiness for their next stage in learning. Younger children develop hand-eye coordination and learn new words. Older children are learning to socialise and behave well. Children's communication and language skills are beginning to develop. For example, children enjoy singing songs.

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Setting details

Unique reference number EY496081 Local authority Lewisham Inspection number 10076968 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 6 Total number of places 4 Number of children on roll 5 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in the London Borough of Lewisham. She operates Monday to Friday from 8am to 6pm, all year round.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 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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Registers

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Registers

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