Childminder EY539883

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 receive warm and affectionate care from the childminder, which helps them feel happy, safe and secure. They build strong attachments with the childminder and their peers. Children make independent choices in their play. They choose resources which are interesting and engage them in learning. For example, children concentrate for long periods of time as they persevere with completing the latch board and puzzles. The childminder provides praise and encouragement and children enjoy their achievements. The childminder has effective risk assessments in place to ensure the environment is free from hazards and to help keep children safe. Children learn to manage risk. For example, they understand the importance of washing their hands before eating, walking inside and being careful as they use knives to cut fruit for snack time. The childminder uses opportunities to teach children about the natural world. For example, they watch the grass being cut

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The provision is good

through the window and discuss the reasons why this happens. They feed squirrels and talk about their features when they visit the garden. Although the childminder updates her resources and asks parents for feedback about her service, she has not fully established monitoring of her practice to support her with making improvements.

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need to do better?

n Children eagerly participate in a wide range of fun activities based on their interests. The childminder uses her observations and assessments to plan activities. She builds on children's existing skills and extends their knowledge further. She identifies challenging and achievable next steps which support children with their next stage of learning. n Partnerships with parents are strong. The childminder gathers detailed information when children first start to help them settle quickly. She keeps parents updated regularly on their children's progress, which supports continuity in care and learning. The childminder does not consistently build on her good partnerships to support parents fully with extending their children's learning at home. n The childminder manages children's behaviour effectively. She has clear expectations about how children should behave. The childminder models good behaviour and shows respect. She maintains a calm and consistent approach

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need to do better?

and is kind and polite. Children behave well and use good manners. n Children learn about healthy lifestyles. The childminder provides nutritious cooked meals and fruit for snacks. Children have daily opportunities to be physically active. They regularly access local community resources, including the park and stay-and-play sessions. These help to support their physical and social skills and increase their knowledge of the local community. n The childminder is proactive in accessing training to increase her knowledge and

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need to do better?

20 November 2019 skills. She works with other childminders to run drop-in sessions and shares good practice. However, she does not evaluate her own practice fully to help identify strengths or make changes, to improve the quality of teaching and experiences for children. n Children's communication and language skills are promoted extremely well. The childminder models language and introduces new words to help extend children's vocabulary. Children enjoy singing songs and making marks with chalk. The childminder skilfully uses questions and allows children time to think. She uses opportunities during play and routines to extend children's learning. n Children practise their mathematical skills as they play. The childminder watches children build towers and introduces the concept of size. They count as they cut fruit and name colours while playing with technology toys. The childminder teaches children shapes as they use cutters with the play dough and complete

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need to do better?

puzzles. n The childminder encourages children to be independent and build on their self- help skills, which increases their confidence and self-esteem. They learn to wash their hands and feed themselves. Children put on their coats and find their shoes when they go out with the childminder. Children help the childminder tidy away their toys, which gives them a sense of responsibility and belonging.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder can give examples of signs and symptoms that may indicate a child is at risk. She displays this information for parents and makes them aware of her responsibilities to keep children safe. The childminder has completed her safeguarding training, which includes information on radicalisation. She has policies in place and knows the procedures to follow if she has any concerns regarding a child's welfare. The childminder keeps up to date with changes in legislation and knows the early years requirements. She maintains her ratios and renews her first- aid training. The childminder has a suitability check and public liability insurance in place.

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should:

n consistently share children's ongoing progress and provide ideas for parents to extend their children's learning at home n develop systems to evaluate the quality of the provision, in order to identify strengths and priorities for improvement and raise the quality of teaching.

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Setting details

Unique reference number EY539883 Local authority Lewisham Inspection number 10090353 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 2 to 2 Total number of places 6 Number of children on roll 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered 2017 and lives in Hither Green, in the London Borough of Lewisham. She operates Monday to Thursday from 8am to 6pm, all year round, apart from her holidays.

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Inspection activities

n The childminder and the inspector completed a 'learning walk' and discussed how the curriculum is organised and delivered. n The childminder and the inspector reviewed and evaluated a planned activity. n The inspector read the view of parents and took them into account. n The inspector looked at a sample of documentation, including children's progress, suitability checks and qualifications. n The inspector observed and discussed the quality of teaching and interactions between the childminder and children.

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Inspection activities

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

20 November 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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