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 Requires improvement

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The provision is good

Children are happy and settled. They develop secure attachments with the childminder and take pride in their achievements. Children are highly motivated, curious and eager to learn. They are resilient and persevere to complete difficult tasks until they succeed. For example, they fasten small buttons on a doll's cardigan. Children have a good understanding of boundaries and are very well behaved. They play well together and support each other. For example, they give cups of water to their friends. Children know how to keep themselves safe on outings. For example, they know that they need to wait for the green man before they cross the road. Children are very independent and work together to complete tasks such as preparing their beds for sleep time. As a result, they are well prepared for their next stage of learning.

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The provision is good

Children lead their own learning and request resources they would like to use to complete an activity. They maintain good engagement and listen intently to stories. Children predict what comes next and join in with familiar phrases. They use complex vocabulary and talk about statues they have seen at the museum. Children have a good understanding of what makes them unique and talk about their heritage. They play cooperatively together and are imaginative. For example, children describe their trip to the butterfly house and mimic 'flapping' like a butterfly.

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need to do better?

n The childminder is a good role model and provides a narrative to children's play. She provides children with a rich vocabulary and good explanations. For example, they discuss that a diary is used for organising things you need to do. The childminder encourages children to share their thoughts and ideas, which builds on their thinking and speaking skills. n The curriculum for early literacy and mathematics is good. The childminder teaches children to recognise letters and words. For example, they find their names to self-register and spell out their names on their place mats. n Children interact respectfully with each other and know what is expected of them. The childminder uses positive language to reinforce boundaries consistently. For example, she reminds children to use their voices and not their hands. The childminder is sensitive to children's needs and acknowledges their feelings. This supports them to self-regulate their emotions.

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need to do better?

n The childminder develops children's understanding of the world. She provides opportunities for them to learn about the world around them. For example, children prepare and eat foods from other cultures and talk about other languages such as Swedish and Greek. This promotes their understanding of people and communities outside their own.

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need to do better?

27 January 2022 n The childminder praises and values children's achievements, which promotes their self-esteem. She provides opportunities for them to develop independence through secure care routines. For example, children wash their hands and face and brush their teeth after mealtimes. This has a positive impact on their emotional well-being. n The childminder has high expectations for all children, including those with special educational needs and/or disabilities. She provides challenging learning experiences for all children and uses observation and planning effectively to identify next steps. When gaps are identified, the childminder takes prompt action to ensure all children are supported to make good progress. However, sometimes the curriculum intent is too broad and not specific to what children need to learn. This does not ensure that learning is embedded before children move on to the next stage of learning.

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need to do better?

n The childminder has effective systems in place to communicate with parents. Parents are complimentary and report that they know what their children are learning and why. The childminder shares ideas with parents to support their learning at home and build on continuity. For example, she shares strategies to support children when they are toilet training. n The childminder supports children to keep themselves safe and manage risks. Children talk about why they need to use soap when they wash their hands after using the toilet. n On occasion, the childminder does not adapt her teaching to enable children to pursue their interests and extend their own learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to keep children safe. She attends regular safeguarding training to keep her knowledge up to date. The childminder knows what to do if she if she has concerns about a child or if there is an allegation against a member of staff. She can identify signs and symptoms of abuse and follow the correct reporting procedure. The childminder completes thorough risk assessments to ensure children have a safe learning environment. She is aware of her responsibilities under the 'Prevent' duty and of safeguarding issues that could impact children's safety.

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should:

n ensure learning intentions are more specific to enable children to make even better progress n adapt teaching techniques to enable children to explore further and extend their own learning.

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Setting details

Unique reference number EY541636 Local authority Lewisham Inspection number 10107519 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 12 Number of children on roll 5 Date of previous inspection 30 April 2019

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Information about this early years setting

The childminder registered in 2017 and lives in the London Borough of Lewisham. She operates Monday to Thursday from 8am to 6pm for most of the year. The childminder provides places for funded children. She holds a relevant childcare qualification.

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Inspection activities

n The inspector carried out a learning walk with the childminder. n A joint observation was conducted by the inspector and the childminder, and discussions were held about children's learning. n Parents spoke with the inspector, who took their views into account along with those of the children. n The inspector observed the childminder's interaction with children and assessed the impact this has on children's learning. n The inspector reviewed a range of documentation, including evidence of the childminder's suitability and paediatric first-aid qualifications.

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Inspection activities

27 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

27 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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