Childminder in Southwark

Inspection date 17 January 2019 Previous inspection date Not applicable

p.1

This inspection: Good 2

Previous inspection: Not applicable 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

p.1

This provision is good

n The childminder seeks the views of parents and other professionals to help to further develop the quality of her service. This helps her to make improvements and achieve good standards. n The childminder communicates effectively with staff at the school that children attend and she builds on their learning from school. This helps children to make good progress from their starting points. n The childminder models positive behaviour and builds warm relationships with children from the start. Children quickly settle in and their emotional well-being is supported very well. n The childminder provides good opportunities for children to develop their physical skills. She gives effective support to children to use their bodies in a range of ways, from an early age. For example, babies gain confidence as they crawl and pull themselves up to stand when exploring her inviting home learning environment. n Children have fewer opportunities to explore the natural environment and to find out

p.1

This provision is good

about living things. n The childminder is not fully effective in helping parents to share information about children's individual needs from the start, and she does not consistently help parents to understand how to support children's learning at home.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

n extend opportunities for children to experience the natural environment and learn about living things n strengthen communication with parents so that they share relevant information about children from the start, and are more consistently supported to build on children's learning at home.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of interactions between the childminder and children, and assessed the impact of these on children's learning. n The inspector jointly observed and discussed a children's activity with the childminder. n The inspector reviewed documents, including records of children's learning, policies and procedures, evidence of the suitability of household members, and documents relating to children's safety and health. n The inspector sought the views of parents during the inspection visit.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder completes training to increase her safeguarding knowledge. She understands the potential risks posed to children and knows how to respond if she has concerns about a child's welfare. The childminder takes steps to make continuous improvements to her service and works effectively with others, such as school staff. She uses her good links with practitioners to share and implement ideas, and she completes training to enhance her knowledge and skills. This contributes well to the good progress children make. The childminder seeks and responds appropriately to the views of parents. For example, she has considered how to provide more opportunities for older children to engage in active play after the school day. The childminder regularly reviews her policies and implements them well. For example, she completes risk assessments for her home and outings. This helps to keep children safe.

p.3

Quality of teaching, learning and assessment is good

The childminder provides effective support for children to develop good communication and language skills. She provides opportunities for children to recognise the languages they hear at home, for example as children arrive and depart. The childminder shares information about children's learning with school staff. She is aware of class topics and implements activities that build on what children know and can do. This helps to support continuity of children's learning and development. The childminder supports children to develop their ability to listen and pay attention. For instance, she helps babies to notice and respond to different sounds. This helps to prepare them well for later learning.

p.3

Personal development, behaviour and welfare are good

The childminder tailors her service to meet the individual needs of children well. She builds close and affectionate relationships with children. Their emotional well-being is well supported. The childminder uses her knowledge of what children enjoy to develop consistently positive interactions and responses. For example, babies respond warmly to cuddles and hugs. They smile and giggle as she gently blows on their skin. The childminder helps children to understand how to keep themselves safe. For instance, children develop a growing awareness of road safety when on outings.

p.3

Outcomes for children are good

Babies develop independence as they learn to hold their bottle during feeds. They bounce their bodies as they listen to songs and gain confidence in their physical skills. Children recognise and value the languages they speak or hear at home. Children develop the skills that they need for their next stages in learning and are well prepared for moves on to school.

p.3

Setting details

Unique reference number EY543563 Local authority Southwark Inspection number 10091566 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 3 Total number of places 5 Number of children on roll 2 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2017. She lives in the Camberwell area of the London Borough of Southwark. The childminder works Monday to Friday, all year round. She holds a qualification at level 3.

p.4

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.

p.4

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.

p.4

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Registers

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

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5