Childminder in Greenwich

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 are happy and enjoy their time with the childminder. The childminder greets children warmly as they arrive and welcomes them into her home, which is clean and bright. She takes good care of toys and resources, and expects children to do the same. Children help to tidy up after activities, and put toys away when they are finished playing. The childminder uses stories and books to support activities. For instance, when children model a play dough snake, the childminder finds a book with a snake. The childminder and the children compare the likeness of the model to the picture together. Children are confident communicators and share their thoughts and ideas with the childminder.

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The provision is good

Children develop good hygiene and safety routines and learn to manage their own personal care. For example, they proudly demonstrate that they know how to wash their hands thoroughly. The childminder arranges regular outings to local parks, playgroups and soft-play sessions. Children meet their peers on these outings, and they gain knowledge about the wider community. The childminder encourages children to learn about road safety when they walk in the neighbourhood. Children respond well to the childminder's positive praise and encouragement. They form a secure bond with the childminder and they thrive in her care.

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need to do better?

n Children discuss their play with the childminder. She models language well and introduces new words to children. The childminder encourages children to access books and develop a love of reading. Children share the childminder's excitement at discovering something new in the text or in a picture. This helps children to understand new concepts and extend their growing vocabulary. n The childminder uses the progress check for two-year-old children to highlight any areas where a child may need additional support. She shares information with parents and other professionals, as appropriate, to support children's development. This supports children as they transfer to other education settings. n Children's mathematical knowledge is developing. The childminder encourages children to consider shape, size and colour as they play. For example, during a craft activity, she helps children to remember colours by associating them with

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need to do better?

familiar objects. Children remember 'red, like a strawberry' and 'yellow, like a banana'. n Partnerships with other professionals, including the local council, are effective. The childminder keeps her knowledge up to date with regular training. She knows other local childminders in the area. She has a supportive network to share ideas and information. This helps the childminder to develop and maintain her good practice. n Children form strong emotional attachments with the childminder and she

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need to do better?

18 June 2021 prioritises their well-being. She listens attentively to what children have to say and she values their opinions. Children get plenty of affection and they respond well to the daily routine. This contributes to children's good behaviour and they engage with their learning in a relaxed environment. n Children play in an environment where they have plenty of opportunities to make their own choices. This means that they learn confidently to access resources, eat snacks, use the toilet and ask for help when they need to. n The childminder uses the settling-in process to gather a wealth of information about children. She uses this information to develop a good understanding of what children know and can do. As children progress, she continues to record accurate observations. The childminder plans enjoyable and engaging activities to support children's next steps. However, these next steps are not always

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need to do better?

focused sharply enough to fully extend children's learning to the highest possible level. n Parents comment that the childminder shares practical ideas from her observations and activities with children. This supports learning at home. Parents are very complimentary about the childminder's practice. They are pleased with the care their children receive. They say that the childminder is 'patient', 'kind' and 'provides a nurturing learning environment'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows how to identify, respond to and manage any signs that may suggest a child is at risk of harm. She has a good awareness of wider safeguarding issues, including signs that may suggest children and families are potentially at risk from extreme views and ideas. The childminder knows the procedure to follow if there is an allegation made against her or another member of her household. She implements effective policies and procedures to keep children safe. She completes daily safety checks to reduce hazards and ensure a safe environment for children to play. The childminder keeps her knowledge current through regular training sessions.

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should:

n strengthen the use of assessment to focus teaching on what children need to learn next to help deepen their knowledge and skills across all areas of learning.

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Setting details

Unique reference number EY560442 Local authority Lewisham Inspection number 10191413 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 1 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018. She lives in the London Borough of Lewisham. She provides childcare all day, on weekdays, for most of the year.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder completed a learning walk with the inspector to view all areas of the home that children access and to discuss how the curriculum is delivered. n The inspector observed the curriculum provided by the childminder, and assessed the impact this has on children's learning and development. n Parents' written and verbal views were considered and the inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector looked at required documentation, including evidence of the suitability of the childminder and members of her household. n The inspector discussed with the childminder her understanding of safeguarding

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Inspection activities

procedures and reviewed a sample of policies and procedures.

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Inspection activities

18 June 2021 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

18 June 2021 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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