Childminder in Lewisham

Inspection date 13 December 2018 Previous inspection date 3 October 2017

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This inspection: Good 2

Previous inspection: Requires improvement Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n Children form close bonds with the childminder and her assistant. Young children go to them for a cuddle. Older children approach them freely when they need help, for instance, when they have hiccups. The childminder and her assistant are caring and they support children's personal and emotional needs effectively. n The childminder supports children well to help them extend their understanding of the world. Children learn that they need a 'passport' to travel abroad. They state they need to pack a 'swimsuit' if they are going to the beach and 'hat' and 'gloves' if they are travelling to a cold country. n The childminder reflects well on her practice and targets improvement effectively. She has successfully addressed the actions set in the previous inspection. She ensures that assistants are known to Ofsted and are suitable to work with children. n The childminder prepares children well for their eventual move to school. For instance,

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This provision is good

she introduces them to letter sounds and numbers. Children learn from a young age that print carries meaning. Young children learn to identify their name labels and older children learn to use mark-making equipment effectively for writing. n The childminder misses some opportunities to allow enough time for children to think and respond to questions. n The childminder does not consistently make the best use of opportunities to support children fully to learn to lead their own play so they build further on their independence.

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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 strengthen opportunities for children to take the time to think and respond to questions n make best use of opportunities to support children fully to learn to lead their own play so they build further on their independence.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the children and how the childminder's assistant interacted with them. n The inspector viewed a sample of documents, including children's learning records. n The inspector took account of the views of parents and children. n The inspector observed an activity with the childminder and assessed how she monitors teaching practice. n The inspector held discussions with the childminder and her assistant at appropriate times.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder and her assistant have up-to-date knowledge of current safeguarding guidelines. They know which agencies to contact should they need to refer child protection issues. The childminder ensures that her assistant has a secure understanding of the setting's safeguarding policies and procedures. She monitors the work of her assistant effectively and guides her well to achieve good standards in the quality of teaching and care provided to children. She ensures that her assistant has the required statutory training to carry out her role. The childminder knows the children well and monitors their progress effectively to identify areas in which they need further support. Partnerships with parents and professionals are strong. These arrangements help to support a shared approach to children's learning, and continuity in their care experiences.

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Quality of teaching, learning and assessment is good

The childminder supports children's mathematical development well. For example, she makes a pretend train for children with cardboard boxes and encourages them to count the 'carriages'. Toddlers count confidently up to five. The childminder and her assistant provide opportunities for children to learn about the use of technology. Children explore electronic keyboards and phones. These experiences help to support children's growing understanding of the world. The childminder provides opportunities for children to learn more than one language. Children learn to sing songs in Spanish and English. She supports a smooth transfer for children who move to school, for instance, through effective information sharing with parents and school staff. All children, including those with special educational needs and those who learn English as an additional language, benefit from these arrangements.

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Personal development, behaviour and welfare are good

Children build on their physical skills. For instance, they learned to change body position to fit into small spaces during a role-play activity. The childminder and her assistant supervise children well during these activities to ensure their safety. The childminder helps children learn to value differences. For instance, she provides opportunities for children to learn about the needs of people with disabilities. Children take turns very well during play. For example, they wait patiently for their turn to fix the 'tail' on the picture of a donkey during a planned activity. The childminder praises them for their good behaviour, for instance, when they spontaneously use polite words such as 'please' and 'thank you' in their interactions with others. Children build a positive sense of self- esteem.

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Outcomes for children are good

Older children build an interest in stories. They look at pictures of animals in a book and state, 'When I went to the zoo, I saw a giraffe'. Young children learn to turn the pages in the book and learn to name the pictures. These activities help children to build on their early literacy skills. Children develop a sense of belonging. They learn to help with daily routines, such as tidying up after play. Children learn skills that help to support their progress towards the next stages in their learning.

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Setting details

Unique reference number EY487582 Local authority Lewisham Inspection number 10084759 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 - 4 Total number of places 10 Number of children on roll 10 Date of previous inspection 3 October 2017

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Registers

The childminder registered in 2015. She lives in Forest Hill within the London Borough of Lewisham. The childminder works with an assistant and provides care from Monday to Friday throughout the year.

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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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Registers

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Registers

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