Childminder in Kent

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

Affectionate and respectful relationships characterise this childminder setting. The childminder knows and understands children very well and they quickly form affectionate bonds with her. Children settle well and feel secure. The childminder also forms close ties with parents. Together, they form a supportive team, and communicate well together to support children's care needs and progress in learning. The childminder has daily routines based on children's individual needs, which they respond to well. Parents reports that children are excited to attend the setting and quickly make progress in their learning after they start. For example, babies quickly learn to crawl and pull themselves up to stand. Young children make advances in their language skills, telling their parents about their experiences and using new words.

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The provision is good

The childminder makes observations of the children. Together, with information provided from parents, she assesses their learning needs so that each child is suitably challenged. She bases children's interests at the heart of a stimulating and varied program of experiences, involving outings in the local area and in London plus opportunities to socialise with others. Children are busy, well behaved and engaged in their play. They learn skills which provide a good foundation for future learning.

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need to do better?

n Children learn to communicate well in a language-rich environment. The childminder listens to and observes children closely, responding to their facial expressions and repeating back their attempts at speech. These actions promote children's developing communication skills. The childminder narrates her actions using open-questions which invite responses from children. n The childminder takes parents along with her on the children's learning journeys. She gets information from parents about their children when they start. She assesses children to establish their starting points in development, and meets regularly with parents to discuss their children's progress. With parents' input, she sets clear goals in their learning. The childminder works with teachers to continue with the learning that children have done in school. She passes on this information to parents at pick-up time. This combined effort supports children to

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need to do better?

make good improvements in their knowledge. n The childminder allows children to make decisions and be leaders in their own play. They choose freely from learning resources and enthusiastically explore their environment. Children are encouraged to manage their own risks and to try tasks again if they fail. This enables children to develop feelings of confidence and resilience. n The childminder speaks kindly to children. She models polite behaviour and this

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need to do better?

29 March 2022 encourages children to behave in the same way. Children are not judged when they misbehave. The childminder listens patiently to them when they are upset and suggests peaceful ways to end conflicts. With her gentle interventions, arguments are quickly forgotten and children are friends again. This strategy helps children to manage their own feelings and behave well. n The childminder has a clear plan for children's learning. Children choose and prepare their own healthy snacks, then clear away their own plates. They help to wash up their paint pots and brushes in a basin of soapy water. Children are supported to put on their own shoes and coats, and are encouraged to sit and concentrate in storytelling sessions. The childminder develops children's independence skills so that they are ready to start school when the time comes. Occasionally, the childminder does not plan activities and mealtimes carefully

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need to do better?

enough. This affects children's ability to fully engage in their learning and socialising. n Children experience a programme of high-quality learning experiences to extend their knowledge and build on their cultural capital. They are introduced to people and communities beyond their own experiences. For example, they sample food from different world cuisines, and learn to socialise with children from different backgrounds when they attend a variety of playgroups. Children enjoy visits to museums and libraries, and celebrate cultural festivals such as Eid, St Patrick's day and going to Chinatown to see the dragon parade at Chinese New Year.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The arrangements for safeguarding are effective. The childminder has a secure understanding of the possible risks of abuse and knows how to report this information correctly. She keeps her knowledge up to date by undertaking training, including on how to keep children safe from extremist views. The childminder follows the setting's safeguarding policy and shares this information with parents. For example, mobile phones and tablet computers have safety settings applied, and are kept out of the reach of children. To ensure that children play and learn in a safe environment, the childminder carries out regular risk assessments.

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should:

n consider ways to extend children's participation in group activities, so that all children can engage more fully in learning. n maximise opportunities to make children's mealtimes more sociable and inclusive.

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Setting details

Unique reference number EY445608 Local authority Lewisham Inspection number 10064616 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 8 Date of previous inspection 13 June 2016

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Information about this early years setting

The childminder registered in 2012. She lives in Lower Sydenham in the London Borough of Lewisham. The childminder operates Monday to Friday, from 8am until 6pm, all year round, except for bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the setting 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 undertook a joint observation with the childminder and then evaluated her assessment of the activity. n The inspector took note of parents' views about the childminder's practice. n The inspector assessed the quality of the childminder's interactions with children. n The inspector sampled relevant documentation. n The inspector assessed the childminder's knowledge of safeguarding arrangements. n The inspector discussed with the childminder her learning intentions for children. n The inspector observed the children at play, both at the setting and at a local park.

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Inspection activities

29 March 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

29 March 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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