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

p.1

The provision is good

Children are happy and enjoy their time with the childminder, where they feel content and settle quickly. The childminder has high expectations for children in her care. She knows what she wants children to learn and allows them to revisit what they know. For instance, children eagerly discuss a recent visit to the park and farm to support their interests in dinosaurs and farm animals. Children are confident and make choices in their learning from a range of resources. Children take pride in their achievements and benefit from the praise and encouragement the childminder provides. For example, children make their initial letters using magnetic pegs, which helps to build children's self-esteem and confidence. Children are developing independence with support from the childminder, as she encourages them to complete small tasks independently. For example, children manage their own shoes to go to the outdoor area and confidently feed

p.2

The provision is good

Children are well behaved, enthusiastic and motivated to learn. They develop strong social skills and interact with kindness and respect. The childminder has a gentle approach and communicates respect with the children. Children respond positively, listen carefully and are helpful. For instance, they quickly tidy up when asked, and older children regularly help younger children with their tasks. Children enjoy doing things for themselves, and they learn good personal care skills, such as the importance of handwashing when returning from playing in the garden. Children thrive in her calm, kind and friendly care.

p.2

need to do better?

n The childminder and her co-childminder consider the individual needs and interests of children as the childminder implements her curriculum. She includes parents in her initial and ongoing observations of children's learning. The childminder finds out from parents about their children's routines, what they like and their abilities before they start. She observes children to find out what interests them. This helps her to design a curriculum so that children build on their skills in a way that suits them. All children make progress from their starting points. n The childminder supports children's language and communication skills well. For example, she uses good eye contact with children and speaks clearly. She introduces new words such as 'sticky' to describe the wet mud. She asks questions to reinforce children's understanding of what they already know. However, she does not use different questioning techniques to challenge

p.2

need to do better?

children's learning as she joins them at activities. n The childminder assesses children's progress and carefully monitors their development. She identifies what children need to learn, making plans for each

p.2

need to do better?

22 June 2022 child to help them achieve their next steps. She works closely with parents, developing a two-way flow of information to ensure they can provide consistent support for children. She has initiated information-sharing with other settings children attend and works with settings children will be moving to to ensure their transition is as smooth as possible. Partnership with parents is strong. n The childminder introduces early mathematical concepts into everyday activities. Children learn to count and recognise numbers from the different numbers of the week. For example, when choosing animal props or seeds to plant, she asks the children for two, as they learn the value of numbers. n The childminder supports children to develop their curiosity and be motivated to learn through a range of adult-led and child-led activities. For instance, she joins them to find snails in the garden and look for a better place for them out of the

p.2

need to do better?

sunshine. However, at times, group activities are not organised well to support younger children to gain a quality learning experience. For example, the story book with props is too long for younger children to engage in. n The childminder supports children to have a healthy lifestyle. They enjoy being outdoors and developing their physical skills. Children learn to climb and manage risks associated with climbing steps on equipment and in the garden and at various parks with the childminder's support and guidance. The childminder has adapted her curriculum to support this. Children enjoy exploring local woodlands and parks, collecting resources to support learning. This supports their understanding of the natural world. n The childminder and her co-childminder regularly reflect on the setting and their skills. They seek the views of parents and children to help evaluate their practice. The childminder makes good use of training to develop her skills and

p.3

need to do better?

knowledge. For example, she has adapted her practice to support children's emotional well-being using skills learned from recent training.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her role in safeguarding children. She attends safeguarding training and research updates from the local safeguarding board to keep her knowledge up to date. She has a good understanding of how to protect children and keep them safe from harm. The childminder is confident of the procedures to follow should she have any concerns about a child's welfare. This includes if an allegation is made against herself or her co-childminder. The childminder completes thorough risk assessments for her home to ensure children play in a safe and suitable environment.

p.3

should:

22 June 2022 n develop varying questioning techniques to use when joining children at play to enhance their learning further n organise group activities to support all children's learning, particularly younger children.

p.3

Setting details

Unique reference number 2564273 Local authority Lewisham Inspection number 10239405 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 5 Number of children on roll 12 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder was registered in 2020. She works with a co-childminder in the Lee area of the London Borough of Lewisham. She operates Monday to Thursday from 7.45am to 6pm, term time only. The childminder holds a relevant childcare qualification.

p.5

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 ad has taken that into account in their evaluation of the childminder. n The childminder and inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and the children. n The inspector sampled written feedback from parents to gather their views. n The inspector looked at a range of documentation, such as evidence of the childminder's and co-childminder's suitability and training certificates.

p.5

Inspection activities

22 June 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.5

Inspection activities

22 June 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.6

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.7

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.7

Inspection activities

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

p.7

Inspection activities

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

p.7