Anittha Charee

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

p.1

The provision is good

Children demonstrate the very warm bonds that they form with the childminder and her co-childminder, such as when they snuggle onto their laps while eating fruit. They are reassured by the frequent cuddles and hugs that they receive when in the presence of unfamiliar adults. Children show that they feel safe and secure to explore the childminder's learning environment. Those children who are new to the setting rapidly settle in and adjust to new routines. Younger children receive effective support to manage their behaviour and begin to understand the impact of their actions on others. Children demonstrate the care and consideration they have for their friends. For example, they crawl alongside babies and gently kiss them.

p.2

The provision is good

Children have frequent opportunities to develop their physical skills. Babies quickly learn to crawl and use their bodies with increasing control. They squeal with delight as they watch their older friends navigate their way down the slide on their tummies. Older children show good communication and language skills. They learn new words, such as 'lava', as they create volcanoes with kinetic sand. Children have good opportunities to socialise in a wider group and they enjoy weekly music sessions in the park. They plant seeds and monitor the growth of flowers that they care for. Children understand more about the needs of living things, for example as they experience how the family pet is cared for.

p.2

need to do better?

n The childminder works as an effective key person alongside her co-childminder. She gathers a range of information from parents about their children's learning and development needs. The childminder mirrors children's personal care routines from home. She promotes a shared approach to children's care, with the close involvement of her co-childminder. This helps children to rapidly adapt to the setting and progress well from their starting points in learning. n Children enjoy positive interactions with the childminder and her co-childminder. For example, they share news about their experiences when away from the setting. The childminder models good English, speaks with children about what they do and names items as children play. She helps children to learn new words and listens attentively as children describe their 'super high and super fast' aeroplane flights. Children have good opportunities to develop their speaking

p.2

need to do better?

skills. n The childminder helps children to become well prepared for important changes in their lives, including as they move on to new settings. She implements strategies, such as using books and discussions about starting school, to build children's emotional resilience. The childminder supports the emotional well- being of children well. n The childminder makes good use of resources in her community to help support

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need to do better?

3 August 2021 children's understanding of those around them. Children meet others and build confidence in new social situations. Although the childminder supports children to acknowledge some cultural and religious events, opportunities for children to value and share their own backgrounds and languages are less well planned. n The childminder plans challenging physical opportunities for children. Children strengthen their hand muscles, for example as they thread wool through large spools. This prepares them well for later writing. Babies and toddlers practise their skills as they clamber up steps and crawl with increasing speed. This contributes to children's good physical development. n The childminder and her co-childminder support children to behave and follow instructions well. Children demonstrate patience and persistence as they focus on tasks. The childminder and her co-childminder intervene appropriately and

p.2

need to do better?

use consistent strategies to promote positive behaviour. This helps children to develop positive attitudes, ready for their next stages in learning. n Parents appreciate the opportunities that the childminder provides for children to socialise and communicate with others. They value the regular information they receive about their child's experiences while at the setting. However, the information that the childminder provides to parents about how they can support their child's learning at home is shared less effectively. n The childminder establishes effective links with other practitioners and advisers to share ideas and enhance her knowledge and skills. She takes steps to regularly review her service with her co-childminder and keeps up to date with current developments. This helps the childminder to achieve a good level of service.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of the potential risks posed to children's welfare, including the possible harm of exposure to extreme views or ideas. She knows how to correctly identify and respond to safeguarding concerns, including if an allegation is made against herself or her co-childminder. The childminder knows how to respond in the event of a medical emergency. She has a secure understanding of how to manage risks to children's health, such as allergies. The childminder implements her policies effectively, such as assessing risks while on local outings. She shares information appropriately with her co-childminder to help keep children safe from harm.

p.3

should:

n extend opportunities for children to share and value their backgrounds, and learn more about other traditions, cultures and communities

p.3

should:

3 August 2021 n enhance the information shared with parents, to help them understand how to support and build on their child's learning at home.

p.3

Setting details

Unique reference number EY557573 Local authority Lewisham Inspection number 10175179 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 9 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2017. She works in partnership with another registered childminder from a house in Forest Hill, in the London Borough of Lewisham. The childminder operates each weekday from 8am to 6pm, all year round. The childminder provides funded early education for children aged two-, three- and four-years-old.

p.5

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the provision. n The childminder showed the inspector areas used by children and explained how she supports children's learning and development. n The inspector observed the quality of interactions between the childminder, her co-childminder and children, and assessed the impact of these on children's learning. n The inspector looked at documents. These included evidence of the suitability of the childminder, her co-childminder and household members, and policies and evidence of the childminder's professional development. n The inspector spoke with the childminder, her co-childminder, parents and children as part of the inspection. Written testimonials from parents were also

p.6

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

3 August 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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