Childminder in Southwark

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children arrive happy, positive and ready to engage with the childminder and their friends. They settle quickly in the childminder's care, which parents describe as being a 'home from home'. Consequently, children have strong bonds with the childminder and feel secure. The childminder has high expectations for children, who make good progress in their learning. She has a good understanding of how children learn and plans activities that are stimulating and engage their interests. For instance, children experience sensory and open-ended play, using recycled and natural materials. They enjoy counting pine cones and conkers, and identifying corresponding numbers. Children develop a good understanding of the world around them. In addition, they develop their early mathematical skills. The childminder is a good role model and children behave well. They know how to respect furniture, toys and resources. Overall the childminder has a good

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The provision is good

understanding of her strengths and weaknesses. However, she has not considered ways to gather feedback regarding the service she provides. Additionally, she does not fully consider how her training can help to drive improvements forward.

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need to do better?

n The childminder supports children to become confident in managing their feelings and personal care needs. For instance, from a young age, children are encouraged to develop their independence. They put on their own shoes before going outside. Younger children wash their hands before meals and when they use the potty. Children develop their self-help skills well and have a good understanding of their individual needs. n The childminder consistently assesses children's development and monitors their progress. She plans an ambitious curriculum for children both inside and outside the home. Children are physically active and develop their social skills. For instance, they regularly have trips to the ball pit, museums, library and parks. Children are inquisitive learners. Younger children enjoy discussing the leaves they collect on their way back from the school run. Children learn about people, places and communities beyond their own.

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need to do better?

n The childminder helps younger children to build on their language skills as they play. She introduces new words, such as 'autumn', 'rough' and 'smooth', into their growing vocabulary. Additionally, she models new words for children to repeat, such as 'harmonica'. This extends children's vocabulary. Children are well prepared for their future learning and for school. n The childminder supports children to have a good understanding of a healthy lifestyle. While preparing their own fruit, younger children comment on the importance of cutting grapes in half to help minimise the risk of choking. The childminder supports children's awareness of how to keep safe. Children manage tools safely and develop good hand-to-eye coordination.

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need to do better?

30 September 2019 n Children develop good early literacy skills. They are eager to read books with the childminder. Younger children enjoy songs and rhymes, and they match words to actions. This helps them to build on their communication skills. n The childminder works closely with parents. She gathers information when children start, such as key words in their first language, to help her to plan for what children need to do next. This helps children who speak English as an additional language to settle quickly. The childminder shares children's learning journeys with parents and discusses their development. Parents appreciate the opportunity to extend their children's learning at home. n The childminder works closely with other childminders to share good practice. However, she does not review her professional development to further develop her early years knowledge, teaching and skills. n Although the childminder receives support from other professionals to develop

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need to do better?

her setting, she does not consistently gather feedback from parents and children to help drive improvements forward. n The childminder provides easily accessible writing resources to enable children to develop their mark-making skills. For example, children draw shapes, such as circles, using clipboards and technology toys. This develops their early mathematical skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands the signs and symptoms which may indicate a child's welfare is at risk and knows how to respond if she has concerns. She shares policies and procedures with parents, which helps them to understand the high priority she places on child protection. The childminder assesses all areas of her premises to ensure they are safe and secure. Additionally, she teaches children how to keep themselves safe and completes risk assessments to identify and minimise any hazards around her home and on outings. For instance, she carries out fire drills with the children. Children learn how to respond calmly and quickly.

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should:

n make the most of professional development opportunities that focus more precisely on further developing knowledge and skills and raising the quality of teaching to an even higher level n extend the self-evaluation process to include feedback from parents and children to help drive improvements forward.

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Setting details

Unique reference number EY544557 Local authority Southwark Inspection number 10093486 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 0 to 8 Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Bermondsey, in the London Borough of Southwark. She operates all year round from 8am to 6pm, Monday to Friday. The childminder holds a relevant qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n A joint observation was carried out by the inspector and the childminder to observe the quality of teaching and learning. n The inspector completed a learning walk with the childminder. The childminder explained how the early years curriculum is organised. n The inspector took account of the views of parents through written feedback provided. n The inspector spoke to the childminder and children at convenient times during the inspection. n A joint observation was carried out by the inspector and the childminder. n The inspector looked at relevant documentation, including accident forms and children's records.

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Inspection activities

30 September 2019 We carried out this inspection 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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Inspection activities

30 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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