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 Not applicable

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The provision is good

The environment is welcoming and has activities that ignite children's curiosity to help develop their own ideas as they play. Children independently choose from the varied range of resources available. Children are very happy and safe and enjoy spending time in the childminder's home. They have a warm and nurturing bond with the childminder. Children play well together and use language to express their thoughts and feelings. For example, when playing with toy vehicles, children discuss using a tow truck to transport a broken-down car to a mechanic. Children are confident and fluent communicators.

p.2

The provision is good

The childminder has high expectations for all children. Children enjoy positive interactions with the childminder. They engage well in a variety of activities and show high levels of focus and concentration. Children enjoy a good selection of books and sing nursery rhymes as they play and learn. For example, children narrate the story of 'The Three Little Pigs' using the pictures as cues. In addition, they become very excited as they repeat the phrase 'Then I'll huff! And I'll puff! And I'll blow your house down!', and enthusiastically do the action. Children are friendly and confidently engage in conversation with the inspector. They demonstrate high levels of self-esteem and a strong sense of belonging. They react positively when the childminder asks them to help tidy their toys away. Children behave well and use good manners.

p.2

need to do better?

n Children enjoy trips to the local park, playgroup and library. They have opportunities to use the climbing equipment to help develop their balance and coordination skills. In addition, children socialise with larger groups of children, which contributes well to their social skills. Consequently, children acquire a wide range of skills in preparation for the next stage in their development and move to school. n Partnerships with parents are strong. Parents of children, including those with special educational needs and/or disabilities, comment on how well they have settled with the childminder and appreciate her support and advice. For example, parents comment that the childminder is 'very nurturing', provides 'detailed feedback' and sets 'calm and gentle boundaries' for the children. The childminder and her assistant exchange information about older children's development with local schools that they attend to support continuity of

p.2

need to do better?

learning. n The childminder gathers good information from parents when children first start about their individual care needs and routines. She uses this information effectively to help them settle. However, she does not always seek out detailed information about what children know and can do on entry to the setting to help

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need to do better?

28 April 2022 establish more precise starting points. n The childminder supports children's early communication skills well. She introduces new vocabulary, models pronunciation of words and gives children enough time to respond to her questions. This helps to support children's understanding and speaking skills. Children freely choose from a wide selection of books. They carefully turn the pages in books and observe what is happening on each one. Children develop a love for reading. n The childminder understands the importance of the self-evaluation process to identify areas of improvement. However, she does not always reflect on her practice to identify professional development opportunities. This limits enhancing the good-quality teaching to the highest level. n Children build secure friendships and enjoy each other's company. For example, they engage in lively discussions while making play dough with the childminder.

p.2

need to do better?

Children understand and follow instructions, such as 'pour', 'mix', and 'sprinkle'. Children take turns and share resources. They use appropriate vocabulary to describe their experiences and views. For instance, children use words such as 'sticky' and 'good teamwork'. The childminder praises children in a consistent and meaningful way that boosts their emotional well-being and motivation.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is aware of the signs of abuse and neglect and knows the local referral procedures to follow if a child is at risk of harm. She has completed appropriate training to update her secure knowledge of safeguarding issues, such as children who may be at risk of radicalisation and extremism. The childminder conscientiously supervises children to keep them safe. She identifies and successfully minimises potential risks indoors and outdoors. The childminder has a current paediatric first-aid certificate and a fully stocked first-aid box so that she can respond to a child in an emergency.

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should:

n seek more detailed information from parents about their children to establish their starting points and build on what children already know and can do n make better use of the self-evaluation process to identify opportunities for professional development to enhance the good-quality teaching to the highest level.

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Setting details

Unique reference number EY562928 Local authority Lewisham Inspection number 10191415 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 9 Number of children on roll 9 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She lives in Lee, in the London Borough of Lewisham. She works with an assistant. She offers care from 7.45am to 6pm on weekdays, during term time only. The childminder receives early years funding for children aged three years.

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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 her evaluation of the setting. n The childminder took the inspector on a learning walk and discussed how she uses the environment to support the curriculum. n The inspector was given a tour of the areas of the home used for childminding purposes. n A joint observation of an activity was evaluated by the inspector and discussed with the childminder. n The inspector looked at relevant documentation, including paediatric first-aid certificates and public liability insurance. n The inspector considered parents' views through written feedback. n The inspector spoke to the children and the childminder at appropriate times during the inspection.

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Inspection activities

28 April 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

28 April 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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