Cole, Samantha Louise

Overall effectiveness Good

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

p.1

The provision is good

Children have fun and thrive in this welcoming setting. They happily engage and settle quickly to activities the childminder plans through her ambitious curriculum. Children show that they feel safe and secure in the childminder's care. They enjoy a variety of exciting activities, including forest-type activities, within the local community. Children engage in long periods of imaginative play. For example, they invite the childminder to build a den for the troll they have made to live in, and use recycled items for the troll's bed. The childminder fits in with children's ideas and enthusiastically takes on the roles in play they provide for her. Children flourish under her calm, kind and friendly care. They take pride in their achievements and benefit from the praise and encouragement the childminder provides. This helps to build children's self-esteem and confidence.

p.2

The provision is good

Children behave well. They play together cooperatively and build relationships. Older children help their younger peers to use equipment and try new activities. Children appreciate the childminder's support, which helps them to become confident learners. They are motivated to learn and display high levels of concentration. Children enjoy joining in with familiar phrases in stories, as the childminder reads. They regularly sit and look at stories independently.

p.2

need to do better?

n The childminder finds out from parents about their children's routines and abilities before they start at the setting. She uses this information to plan good- quality care and education. The childminder has high overall expectations for the children she cares for. She plans from what children are interested in as well as themes to extend their learning. This helps her to plan and implement a curriculum that builds on children's skills in a way that suits each child. All children are well prepared for the next stage of their learning. n Children's language is well supported, overall. The childminder maintains eye contact with children and speaks clearly. She introduces new words to extend children's vocabulary, such as 'swirly' and 'squash' as they mix different coloured play dough together. The childminder helps to extend children's vocabulary and their understanding. However, on occasions, she does not ask older children

p.2

need to do better?

questions to help them to think, find out more information and widen their vocabulary. n Children enjoy being outdoors. The childminder has adapted her curriculum to support this. Children enjoy building dens for the trolls in the woods and collect resources to recreate what they see and find in the woods. n The childminder introduces early mathematics concepts into everyday activities. Children eagerly find different numbers on the clock as they read a book about time. They use mathematical language as they tell the childminder that they

p.2

need to do better?

22 February 2022 have the 'big broom' for sweeping and their watering can is 'not full'. n Children learn to share toys and understand the expectations of the setting. The childminder is a good role model and has positive relationships with them. Children are caring and respectful towards each other. For example, they happily take turns with a favourite push along toy in the garden. n Children develop good physical skills as they run and jump in the large garden. They help the childminder to develop a circuit in the garden for them to practise physical skills, such as climbing, balancing and managing their own risks. n The childminder shares information with parents about activities they can do to support their child's learning at home. Children benefit from this shared approach, which helps them to be successful. Parents are very pleased with the care their children receive and the progress they make in their learning. They

p.2

need to do better?

speak highly of the childminder and the nurturing care and exciting activities she offers to the children. n The childminder reflects on her practice to identify ways to improve the support for children's learning. For example, she completes training and independent research that puts children at the heart of their own learning, with activities, resources and experiences to develop their curiosity and enhance their learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of safeguarding and child protection issues. She ensures that her knowledge is up to date by completing ongoing refresher training. The childminder understands the process to follow should she have a concern about a child. She talks confidently about what she would do in a range of scenarios, and knows how to act should an allegation be made against her or a household member. The childminder risk assesses her home and also the regular trips children undertake. She ensures those children with food intolerances are protected when on trips.

p.3

should:

n develop questioning techniques for older children to enable them to find out more and extend their vocabulary to a higher level.

p.3

Setting details

Unique reference number EY434261 Local authority Lewisham Inspection number 10138117 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 5 Number of children on roll 5 Date of previous inspection 12 February 2016

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Lower Sydenham, in the London Borough of Lewisham. She provides care Monday to Wednesday from 8.30am to 5.30pm for most of the year. The childminder holds a relevant level 3 qualification in childcare.

p.4

Inspection activities

n This is 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 the evaluation of the setting. n The childminder spoke to the inspector, as part of the learning walk, about her intentions for the children. n The childminder and the inspector observed activities together and discussed what the intention was and the quality of teaching and learning. n The inspector spoke to parents during the inspection and took account of their views. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

22 February 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.

p.4

Inspection activities

22 February 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6