Mrs Sally Caroline Skinner

Overall effectiveness Good

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

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The provision is good

Children enjoy their time in this safe, well-organised, homely environment. The childminder provides children with a large choice of stimulating, easily accessible resources that she uses to promote development across the curriculum. Children independently choose what they would like to play with and concentrate on their chosen activities. For example, they concentrate for long periods as they prepare for a role-play tea party. Children form strong bonds with the childminder. They enjoy lots of cuddles and feel safe with her. Children are encouraged to develop their self-help skills and have a sense of belonging. For example, children have their own coat hook with their photograph and a shoe rack to place their shoes each day.

p.2

The provision is good

The childminder supports children's early literacy skills. Children develop a love of books and reading as they select their favourite stories from a collection in the book area. They confidently read alone and to each other. Children snuggle into the childminder as she reads to them, and she regularly takes them to the local library.

p.2

The provision is good

Children behave well and respond positively to the childminder. She has high expectations for their behaviour and she uses verbal praise and other effective strategies which help them to learn how to manage their own behaviour. The childminder helps children to begin to understand some age-appropriate boundaries in her home. For example, she encourages them to be kind to one another, use 'kind hands' and take turns.

p.2

need to do better?

n Children are encouraged to work collaboratively and to use their problem-solving skills. For instance, while building a den together the childminder encourages them to solve problems as she suggests what they can do to keep the den up. Children take great pride in their achievement when the den stands up over their dolls. n Children develop a strong understanding of how they can keep themselves healthy. They are encouraged to make healthy choices at mealtimes from the food available. For example, children choose the vegetables that they want in their salad for lunch. Children develop their physical skills and their interest in the natural world through an exciting outdoor curriculum. They go outdoors regularly into the garden, to local parks, on nature trails and to forest school. They particularly enjoy taking part in bird watching and bug hunting. n Families are highly complimentary about the nurturing childminder and the

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need to do better?

service that she provides. The childminder has a good relationship with families, which she starts developing during their child's settling in. She spends this time

p.2

need to do better?

26 February 2020 getting to know the family and the child and what they can do. This is developed through her daily conversations with them about their child's progress. Also, photographs are sent home showing the learning that happens during the day and written observation about that learning. The childminder shares ideas about things that families can do at home to support their children's progress. n The childminder regularly meets with a group of childminders and their minded children at playgroups. They share information that she then uses to improve the quality of care and education in her provision. They organise events such as cultural food tasting days to encourage children to explore their cultures and to develop a sense of community. n The childminder regularly updates her training, with a recent focus on supporting children with special educational needs and/or disabilities (SEND). However, this has not yet been fully embedded. She is not always swift enough

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need to do better?

in sharing her assessments with parents and professionals to access support from them for children with SEND. n The childminder is enthusiastic for children to do well. She observes them to assess their development, and uses this assessment to decide what children need to learn next. However, occasionally, she does not focus on closing the gaps in some areas of children's development before providing more challenging tasks.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is thorough in her approach to keeping children safe. She carries out regular risk assessments in her home and garden. She tests her smoke alarms periodically, and she has an evacuation plan and an emergency evacuation bag hanging close to the front door. The childminder has a secure understanding of how to keep children in her care safe and how to protect them from harm. She can identify the signs and symptoms of abuse, neglect, radicalisation and grooming. She knows what to do and the agencies to refer her concerns to if she is worried about a child's welfare.

p.3

should:

n share the information gathered about children with possible SEND more swiftly with parents and professionals, to access their support to help children make the best possible progress n ensure effective systems are in place for checking children's progress so that any gaps in their development can be identified before moving children on in their learning.

p.3

Setting details

Unique reference number 128885 Local authority Lewisham Inspection number 10138099 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 21 March 2016

p.4

Information about this early years setting

The childminder registered in 1999. She lives in Bromley, Kent. The childminder offers her service on Monday to Thursday from 8am to 5pm, all year round. The childminder receives funding to provide free early education for children aged two, three and four years. She holds a recognised early years qualification.

p.4

Inspection activities

n The childminder and the inspector held discussions to understand how the early years provision and curriculum are organised. n The inspector looked at the rooms in the house used for childminding, the outside area and the resources used by children. n The inspector observed children as they were engaged in a variety of activities and assessed the impact that these had on children's learning. She also spoke to children and the childminder at appropriate times throughout the day. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to parents and took account of the views from questionnaires.

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Inspection activities

26 February 2020 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

26 February 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.

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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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