Childminder EY361604

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

p.1

The provision is good

Children are happy in the childminder's care. She develops warm and caring relationships with them. Children regularly come to her for a reassuring cuddle while they are playing. The childminder knows the interests of the children well and uses them to provide activities that children will enjoy. For example, she suggested to the children that they might like to play with the musical instruments. They jumped up and down and said, 'Yes'. Two children then sat beating a drum, with big smiles on their faces. The childminder takes the children out each day to meet with other children and play outside. For example, children visited the park and, with her support, challenged themselves to climb to the top of a slope while holding a handrail. The childminder always has the safety of the children in mind. She identifies the possible risks of taking the children to the park and minimises those risks. The childminder encourages children to develop their self-help skills.

p.2

The provision is good

For example, at lunchtime young children feed themselves using their own spoon. The childminder uses lots of praise when children do things well, and she has high expectations of behaviour. She teaches the children about sharing, good manners and waiting for their turn.

p.2

need to do better?

n The childminder provides a curriculum that meets the development needs of the children in her care. She understands the importance of communication, social and physical skills in the youngest children's development. She gets to know the children's interests. She then plans what they need to learn next and the activities to support their learning. For example, to promote children's coordination, she gave them finger paints and sponges. The planned next step is for them to use the skills they have learned, such as using a spoon to feed themselves, to paint with brushes. n The childminder shares information regularly with parents in a daily diary. This includes both what children have been doing and her planned next steps so that parents can support their children's learning at home. This helps children to be ready for the next stage in their education. n Children have opportunities to develop their mathematical skills as they play. For

p.2

need to do better?

example, the childminder named the shapes and colours that young children were trying to match using a shape sorter. She counted the blocks as children built towers with bricks to introduce them to numbers. n The childminder is effective at teaching speaking skills, and children are making good progress. For example, young children used two words together when they said 'oh dear' when a tower fell over, and 'all gone' when they had finished their drink of water. n The childminder provides a range of resources and gives children choices about what they would like to do next. She explains to the children that they should

p.2

need to do better?

16 January 2020 help her to put resources away before playing with something else, and they generally respond positively to this. At times, however, children get frustrated when things do not go as they expected. The childminder seeks to calm their frustration, but does not provide the support they need to help them overcome the difficulties they have encountered. n The childminder ensures that care practices are particularly soothing for the children. She does this, for example, by singing while changing a nappy. Children respond well, giggling and smiling. n The childminder uses the partnerships that she builds with other childminders in the area, a local childminding setting and her local authority coordinator to share good ideas and improve her practice.

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of the signs to look out for that may indicate that a child is at risk of harm. She regularly updates her safeguarding training and she knows the procedures to follow if she has any concerns. This means that she is well equipped to keep children safe. The childminder checks for things that could possibly harm a child both inside and outside the home, and takes action to reduce the risk. For example, she keeps the children in the buggy until they reach the playground as dogs are off the lead in the rest of the park.

p.3

should:

n support children to overcome their frustration by persevering when something does not go as they expect.

p.3

Setting details

Unique reference number EY361604 Local authority Southwark Inspection number 10065949 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 to 1 Total number of places 6 Number of children on roll 3 Date of previous inspection 23 May 2016

p.4

Information about this early years setting

The childminder registered in 2007 and lives in the London Borough of Southwark. She operates all year round from 8am until 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds a level 3 qualification in childcare.

p.4

Inspection activities

n The inspector discussed the children's learning and progress with the childminder. n The inspector played with the children to see what interested them. n The inspector sampled a range of documents, including suitability checks, children's records, policies and procedures. n The inspector read comments from parents to obtain their views. n The inspector observed the interactions between the childminder and the children to assess the quality of teaching and the impact on children's learning.

p.4

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.

p.4

Inspection activities

16 January 2020 16 January 2020 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.

p.4

Inspection activities

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.6

Inspection activities

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.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6