Childminder in Southwark

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

The childminder has strong, warm relationships with children. She has a good awareness of children's interests and uses this information to provide activities that they enjoy. Children settle well. They enjoy a varied range of stimulating activities. For example, children play imaginatively in the home corner as they prepare pretend dinner for the childminder. Children play cooperatively together and take on different roles. The childminder supports children's language skills well by naming different kitchen utensils. She helps children to gain good early mathematical skills. For instance, children learn about different shapes, and name them as they try to match them.

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The provision is good

The childminder supports children's musical development well. For instance, children enjoy exploring the sounds of different musical instruments as they sing along to songs and rhymes. The childminder has high expectations of children. She manages children's behaviour successfully. The childminder is fair and consistent and explains why some behaviour is not appropriate. She uses praise well to motivate children to act in positive ways. Children behave well. The childminder plans and organises the curriculum to build on children's skills. She ensures that children have the right level of challenge in activities, which are linked to their experiences. The childminder observes children regularly and uses this knowledge to ensure that their needs are met. Children make good progress and learn useful skills in preparation for school.

p.2

need to do better?

n Children have a good understanding of the world. For instance, the childminder took children to visit a farm, where they looked at and learned about different animals. Back in her home, the childminder extended children's learning by giving children toy farm animals to play with to recount their experiences. n Children learn to accept and respect the differences between themselves and others. For example, they play with toy people displaying different types of disabilities. The childminder reads a range of books to children containing multicultural characters. She talks with them about special religious festivals. n Children develop good physical skills. For instance, the childminder takes children to the local park each day where they use a range of equipment to climb and balance. Children play ball games and run and jump freely in open space. They develop good fine-motor skills, for example by using paint brushes

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need to do better?

and chalk in creative play activities. n The childminder supports children's early literacy skills well. For example, she reads lots of interesting stories to children in lively tones. The childminder teaches children the meaning of new words. Children use a range of tools and materials to make marks on paper and develop good early writing skills.

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need to do better?

26 January 2022 n Children learn to share and take turns successfully. For instance, they share toys while playing with a road set. Children play well together while involved in imaginary pretend play. They are kind to each other. n The childminder works well with parents. She gives parents verbal feedback about their children's care and activities each day. The childminder talks with parents about their children's progress. She provides good ways for parents to support their children's learning, such as activities to do at home. n Children are able to do things for themselves. Older children put on their shoes and coats. The childminder supports younger children to gain these skills. Children help to tidy away toys and resources. They follow hygiene routines, including regular handwashing. n The childminder keeps children safe. She checks all areas of her home, toys and resources to ensure that they are safe for children's use. The childminder cleans

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need to do better?

her home regularly to reduce the risk of infection. n The childminder provides a language-rich environment. For example, she talks to children a lot as they play. However, at times, when the childminder asks children questions, she does not give them time to think and respond. n The childminder provides nutritious meals and snacks for children. However, she does not help children to gain an understanding of the value of eating healthily.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a vigilant approach to children's safety. She knows the signs and symptoms to be alert to which might indicate that a child is at risk of harm. The childminder has a good understanding of the procedures to follow should she have concerns about a child's well-being. She is aware of the possible indicators that might suggest a child is at risk of extremism. The childminder knows the relevant agencies to contact to protect children from harm. She carries out comprehensive risk assessments when going out on trips with children, to help to keep them safe.

p.3

should:

n support children's thinking and language skills further, for example by giving them more time to think and respond to questions n help children to understand the value of their healthy routines, particularly in relation to eating nutritional meals and snacks.

p.3

Setting details

Unique reference number EY480006 Local authority Southwark Inspection number 10219846 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection 30 August 2016

p.4

Information about this early years setting

The childminder registered in 2014. She lives in Camberwell, in the London Borough of Southwark. The childminder provides care all year round from 8am to 6pm, Monday to Friday, except on public bank holidays. The childminder holds an early years qualification at level 3.

p.4

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 an activity and evaluated this with the childminder. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The childminder talked to the inspector about how she organises her provision and her curriculum intent while the inspector viewed the premises. n The inspector viewed some documentation and held a discussion with the childminder. She read written feedback from the children's parents.

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Inspection activities

26 January 2022 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

26 January 2022 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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