Childminder in Lewisham

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 form warm bonds with the childminder and her family members. They show that they feel happy, safe and secure in the childminder's presence. For example, they approach unfamiliar adults with toys. Children who are less confident receive high levels of sustained reassurance from the childminder, who agrees a tailored approach with parents when children start. This helps children to feel emotionally secure as they settle into her care. Children benefit from the strong partnerships that the childminder develops with their parents.

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The provision is good

Children build confidence in their abilities, and they practise their skills in fun ways. For example, children use pincers to select and count toy spiders. This helps them to develop the small-hand muscles they will need for later writing. Children acquire positive social skills as they visit local groups. They develop their communication and vocabulary during singing sessions. Children snuggle into the childminder's lap as they share books. They enjoy looking at illustrations and recognise familiar shapes. Children learn how to keep themselves safe. For example, they learn about road safety when on local outings. Younger children receive good support to build resilience. They are reassured and encouraged to quickly rejoin play activities when they wobble and fall over, unhurt.

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The provision is good

Children enjoy and engage with a wide range of challenging activities, inside and outdoors. They respond well to the childminder's high expectations of them. Children make choices about what to do in an attractive learning environment, that reflects their interests well. They are well prepared for future learning.

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need to do better?

n The childminder implements an effective curriculum. She plans activities based on children's experiences, ideas and learning styles, inside and outdoors. The childminder demonstrates a good understanding of how to sequence learning. This contributes well to the progress children make in their learning. n The childminder helps children to learn about the natural environment. For example, children learn more about bugs and insects as they visit museums. Children enjoy regular outings to the local woods and park. They use natural materials, such as twigs, cones and stones as they play. n Children begin to understand how to maintain healthy lifestyles. They enjoy using brushes to clean models of teeth while the childminder discusses dental health routines. The childminder provides plenty of opportunities for children to exercise and play in the fresh air. n The childminder prepares children well for their moves on to school. She

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need to do better?

encourages them to do things for themselves, such as putting on their own coat. Children receive good support to work things out for themselves. For example,

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need to do better?

28 October 2021 they find and count ingredients for 'Halloween soup'. Children behave well and develop good attitudes to learning. n The childminder implements care routines that mirror those from home. Children enjoy nutritious snacks and meals that reflect their dietary needs. Children successfully achieve independent self-care and understand new routines, such as frequent handwashing. n The childminder involves parents in her initial and ongoing assessments of their children's learning. She speaks with parents frequently about their children's experiences and progress. Information to help parents support children's learning at home is shared less effectively. n The childminder makes good use of resources within the community to enhance children's learning. Children learn about some religious events, such as Diwali and Christmas, as they visit local groups. However, activities that help children to learn about other communities, cultures and traditions are not closely

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need to do better?

considered. n The childminder builds effective partnerships. She gathers information about what children learn from schools that they attend. For example, the childminder encourages children to collect leaves and discusses changes to the natural environment for autumn topics at school. This helps her to build on children's existing skills and knowledge. n The childminder has a good understanding of the impact of the COVID-19 pandemic on children and their families. She works well with parents to offer sensitive support and advice, including when the setting is closed. The childminder provides safe ways for children to increase their social interactions. This helps to minimise any potential gaps in children's development. n Parents comment positively about the varied learning experiences offered to their children, such as World Book Day events and teddy bear hunts. Parents appreciate the improvements in their children's development, such as increased

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need to do better?

communication and language. n The childminder establishes good links with local practitioners and advisers to share information and keep up to date with current developments. She seeks feedback from parents to help develop her service. This contributes well to the good service that she offers.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder updates her safeguarding knowledge. She has a good understanding of how to recognise when a child is at risk of abuse or neglect. The childminder knows how to respond if she suspects that a child is at risk of harm, including if an allegation is made against her. She knows where to seek safeguarding support or advice, and the role of relevant agencies. The childminder implements procedures effectively, such as risk assessments in her home and while on outings. She maintains accurate records of children's attendance. The childminder knows how to respond in a medical emergency. She has appropriate arrangements for dealing with accidents.

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should:

n enhance information shared about the progress children make, so that parents better understand how to support their children's learning at home n extend opportunities for children to learn about other communities, cultures and traditions.

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Setting details

Unique reference number 2496796 Local authority Lewisham Inspection number 10191495 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 5 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in the London Borough of Lewisham. She operates from 7.45am 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 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provision. n The childminder showed the inspector around 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 considered the views of parents as part of the inspection. n Documents were reviewed. These included evidence of the suitability of the childminder and household members, relevant policies, and evidence of the childminder's professional development.

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Inspection activities

28 October 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

28 October 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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