Wilkie, Clare

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 respond well to the childminder's warmth and enthusiastic approach. They build warm relationships with the childminder and other household members. Those who are new to the setting very quickly settle into the childminder's routines. Children's personal care needs are met well, and the childminder is responsive to children's individual routines. For instance, children are gently soothed to sleep when the childminder recognises that they are tired. Children receive good support to develop their independence and self-care skills. They are encouraged to do things for themselves, for example, they quickly learn how to use a spoon.

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The provision is good

Children eagerly explore the childminder's accessible resources, and are frequently engaged in spontaneous learning. Children enjoy outdoor play and their regular visits to the local park. They use their bodies well as they play. For example, they squat then stretch up as the childminder moves magnetic letters up and down on the fridge door. Children develop their vocabulary well from an early stage, such as repeating words and using longer sentences. They recognise number sequences and have good opportunities to repeat learning and practise what they know. Children receive good support to develop the skills they need, ready for their next stages in learning.

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need to do better?

n The childminder is ambitious for the children in her care, and provides children with high levels of encouragement. She understands the impact of the COVID-19 (coronavirus) pandemic on children and their families, and promotes a shared approach with parents. This help parents to build on their child's learning at home. n Children form close bonds with the childminder, behave well and follow instructions. They seek her out when in new social situations, and respond quickly to the childminder's affectionate reassurance. Children appreciate the consistent praise and support they receive from the childminder. For example, younger children cheer and clap their hands as the childminder celebrates their achievements. The childminder supports children's emotional well-being well. n The childminder helps children to build their vocabulary, as they develop an understanding of the world around them. For example, she uses role-play

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need to do better?

opportunities to help children to understand emergency service vehicles. Children listen to and mimic the sounds they make and learn new words, such as 'sirens'. Children interact and communicate with others, including unfamiliar adults, well. n The childminder implements her curriculum effectively. She makes good use of resources in her home to extend what children know and can do. She has a

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need to do better?

5 August 2021 good understanding of how to sequence learning. For example, children use peg boards, press buttons on electronic toys, and scoop and pour as they explore lentils and oats. This helps children to strengthen the small hand muscles they need for later writing. n The childminder uses resources away from her setting, such as farm visits, to help children to understand more about living things. She provides children with regular fresh air and exercise, such as when on outings to local parks. The childminder does not closely consider how planned activities can help children to understand the importance of healthy lifestyles, such as the benefits of the food that they eat. n The childminder helps children to learn about some cultures. Children take part in activities that acknowledge religious festivals, such as Diwali. Although the childminder is aware of important people in children's lives, support for children

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need to do better?

to recognise, value and share their own backgrounds, cultures and traditions is less well considered. n Parents speak very highly of the childminder's caring, responsive and flexible approach. They notice the rapid improvement that children make in social and communication skills. Parents value the regular advice and support that they receive from the childminder, including encouragement to share resources to build on their child's learning. n The childminder seeks verbal feedback from parents, and observes the responses of children to help make improvements. She uses her links with advisers and other practitioners to share ideas and keep up to date with current developments. This contributes to the good level of service that the childminder offers.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of the potential risks posed to children's welfare, including the unsafe use of technology or exposure to extreme views or ideas. She knows how to identify if a child's welfare is compromised, and the correct procedures to follow in the event of an allegation being made against her or a household member. The childminder implements procedures effectively to maintain children's safety and health. For example, she maintains stringent hygiene standards and has robust arrangements to assess and manage risks. The childminder knows how to respond in a medical emergency. She shares information with parents effectively to ensure that children's individual health and personal care needs are met.

p.3

should:

5 August 2021 n extend opportunities for children to value and share their own backgrounds and to learn about other traditions, cultures and communities n enhance the support children receive to understand the benefits of maintaining healthy lifestyles.

p.3

Setting details

Unique reference number EY557617 Local authority Lewisham Inspection number 10190404 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 4 Number of children on roll 3 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2018. She lives in Lee in the London Borough of Lewisham. The childminder provides care from 8.30am to 6pm, Monday to Friday, all year round.

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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 of her home used by children, and explained how she supports children's learning and development. n The inspector observed the quality of interactions between the 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 and household members, her policies and evidence of the childminder's professional development.

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Inspection activities

5 August 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

5 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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