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 Good

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The provision is good

Children thrive and make good progress in their development in the childminder's care. They arrive enthusiastic learners who are happy and settle quickly. Children are confident and engage in a range of experiences. The childminder has high expectations for all children and plans the environment following children's interests. For instance, children creatively transform a huge box in the garden. The childminder supports children to turn the box into different things following children's imagination, such as a cinema and house. Older children take time finding keys which match locks to open different doors. Young children identify the numbers, such as '3' and '4'. Children concentrate well and develop their early mathematical skills. Children are inquisitive and spend a great deal of time outside. They grow their own fruit and vegetables and learn about life cycles. For instance, children wait for the pea pods to dry out so they can be re-planted. Children are

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The provision is good

safe. They develop a good understanding of the wider world.

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The provision is good

Children's behaviour is good. They use a broad range of vocabulary. For instance, parents comment on the detailed facts children share with them as they name the different flowers they see on the way to the childminder's home.

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need to do better?

n The childminder supports children to develop their independence skills. For instance, young children skilfully climb down steps to get outside. However, on some occasions, the childminder does not provide challenging opportunities during daily routines. For example, children do not serve themselves at snack time. n The ambitious childminder knows children well. She skilfully supports children's well-being. For instance, during the COVID-19 pandemic, the childminder provides sessions online. Children join story and song times, as well as participating in activities. n Children love exploring cause and effect. For example, they discover that when you leave the water outside in the cold it can turn to ice. The childminder supports children to make sun catchers and observe what happens to ice in hot and cold water. All children, including those who receive funding, make good progress in their learning. n The childminder provides children with a language-rich environment. She asks

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need to do better?

meaningful questions as they play. For instance, young children talk about the different types of eggs they are making in the pretend kitchen. They describe how they will serve 'scrambled eggs'. Older children talk about going to the beach. Children decide if they will be visiting a 'sandy' or 'pebble' beach. The childminder teaches children about different types of sand, such as black sand and golden sand. Children develop good communication and language skills.

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need to do better?

20 July 2022 n Children become engrossed in their play. They patiently wait and take turns during activities. For instance, older children wait for young children to finish their turn with the cars before they have a go. Children are polite and behave well. n The childminder reflects on her practice. She is committed to her ongoing continuous professional development. The childminder regularly attends webinars to develop her knowledge and practice. n Children enjoy reading a broad range of books. The childminder plans her curriculum to help develop children's memory skills. For instance, children talk about the books created by the childminder of places they have visited. Children take great delight in sharing what they know about buildings. n Children demonstrate a can-do attitude. They confidently make choices about their play. For example, young children decide they would like to use a range of creative resources to make pictures. Older children find large paint brushes

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need to do better?

outside and use water to paint the floor. Children develop good small- and large- motor skills. Children receive lots of positive praise for their efforts. n The childminder works effectively with parents and other professionals to support children's learning. Parents speak highly of the care the childminder provides and the good progress which their children make. They are able to support their children's learning at home. In addition, the childminder works with other settings children attend to provide continuity of care.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has good knowledge of safeguarding and child protection issues. She understands safeguarding issues, such as female genital mutilation and the 'Prevent' duty. She recognises the signs of abuse and neglect, and knows what to do if she is concerned that a child is at risk of harm. This helps to keep children safe. The childminder supervises children closely in her home and garden, and when they are on trips. She encourages children to manage risks and provides a safe environment for children to explore and learn.

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should:

n ensure children have opportunities to develop their independence skills during daily routines.

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Setting details

Unique reference number EY483581 Local authority Lewisham Inspection number 10231950 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 6 Number of children on roll 7 Date of previous inspection 14 September 2016

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Information about this early years setting

The childminder registered in 2014. She lives in Brockley, in the London Borough of Lewisham. She holds a relevant childcare qualification. She works Monday to Thursday, and provides care from 8am to 6pm. She operates her service in term time only.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector completed a learning walk together. They discussed the curriculum and what it is that the childminder wants children to learn. 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 spoke to children and parents during the inspection. n A joint observation was completed. The childminder discussed her aims for the activity and the impact on children's learning. n The childminder showed the inspector a range of documents, including a copy of her first-aid certificate and evidence of suitability checks.

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Inspection activities

20 July 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

20 July 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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