Dauswell, Natasha Selma

Overall effectiveness Good

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

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The provision is good

Children are happy and enjoy their time in this warm and friendly environment. They have a strong bond with the childminder and her assistants, who are caring and nurturing in their interactions with children. Children demonstrate high levels of emotional well-being. They feel safe and secure in the childminder's care. Children independently select activities from the wide range of age-appropriate resources. They confidently engage others in their play, and are friendly and outgoing towards visitors. Children happily engage adults in their play, and the childminder skilfully enhances their imaginary play. For example, children enjoy finding 'fires' in different areas of the garden to put out with the childminder.

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The provision is good

The childminder makes good use of her home to plan a wide range of play areas that offer children a broad and exciting curriculum. Staff plan activities to ignite children's interests and provoke their curiosity to learn. The childminder and her assistants are attentive to children's individual needs. They quickly recognise when children need comfort, offering cuddles and whole-group cuddles with their friends. Children behave well and show positive attitudes towards their learning. Children are familiar with daily routines and respond well to the childminder's high expectations.

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need to do better?

n All children make good progress from their starting points in learning. The childminder and her assistants have a secure knowledge of each child and accurately assess what they are capable of. They sequence children's learning to help them make strong progress. n The childminder creates an enjoyable environment for children. Children enjoy their time at the setting. They are confident to explore and play with the toys on offer. Children show good levels of concentration while they carefully strap the doll into the pushchair or complete a puzzle. The childminder and her assistants know the children well and plan activities to support their next steps in learning. They encourage children to add their ideas of what they want to learn to their plans each week. n Children learn to be independent. They select their own resources when they play and understand the need to tidy away once finished. Children understand

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need to do better?

the routines of the day. However, at times, the childminder does not plan some routines carefully and children are not fully engaged in their learning. For example, children wait too long to start an activity, while the childminder gathers the resources needed. n Overall, partnership working is strong. The childminder has good systems in place to keep parents informed about their children's care needs. For example, she shares information through daily messages, verbal feedback and updates on

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need to do better?

15 November 2021 her setting's social media page. However, she has not established highly successful ways to share information with parents about their children's progress and suggest ideas for children at home, to support children's progress to the highest level. n The childminder encourages children to follow healthy lifestyles. She provides children with nutritious meals, snacks and drinks. The childminder makes sure that she caters for children's different dietary needs. Children have daily opportunities to be outdoors in the fresh air and develop their physical skills. For example, they climb, use ride-on cars and scooters. Children enjoy tending the vegetable patch in the garden area and harvest their produce to add to meals and snacks. n The childminder supports children's speech and language development effectively. She engages children in regular conversations throughout the day to extend and build on their communication and language skills. The childminder

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need to do better?

speaks clearly and uses repetition of language to help children say words correctly. Children are confident communicators. n The childminder supports her assistants well. They work together as a team and take part in regular training to support their professional development. For example, her assistants regularly join local network forums to help build on their knowledge and skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her responsibility to promote children's welfare. She ensures that her assistants complete regular training to keep their knowledge of safeguarding up to date. The childminder is aware of how to identify any concerns about children's welfare and report these to the appropriate agency. This includes identifying risks to children associated with exposure to extreme views and practices. The childminder recognises the potential risks associated with use of the internet and takes effective action to protect children. She helps children to understand how to use the internet safely. The childminder understands the importance of making sure that her assistants are suitable to work with children.

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should:

n plan routine times more carefully to ensure that children are fully engaged in their learning at all times n strengthen partnership working with parents, to fully support children's learning at home to the highest level.

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Setting details

Unique reference number EY349734 Local authority Lewisham Inspection number 10132839 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 8 Number of children on roll 18 Date of previous inspection 5 July 2016

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Information about this early years setting

The childminder registered in 2007 and lives in Hither Green, London. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays. The childminder works with assistants. She offers funded early education for two-, three- and four-year-old children. The childminder holds an appropriate childcare qualification at level 3.

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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 childminder and has taken that into account in their evaluation of the setting. n The inspector observed the interactions between the childminder, her assistants and the children. n The childminder and the inspector discussed how the curriculum is implemented and the impact this has on children's learning. n The inspector spoke to parents on the telephone and also sampled written feedback to gain their views. n The childminder shared a sample of documents and certificates including evidence of the suitability of her assistants.

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Inspection activities

15 November 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

15 November 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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