Childminder in Lewisham

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children arrive happy and settle very quickly at the setting. They form warm relationships with the childminder and her co-childminder. Older children confidently interact with the childminder and the environment. The childminder completes daily checks on the areas of her home used for childminding. However, this is not very thorough. Not all fire exits are constantly kept clear to help promote children's safety and wellbeing.

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The provision requires improvement

On occasion, children do not benefit from the learning opportunities provided. For example, some activities for younger children are not implemented very well. These do not consistently engage and encourage their curiosity, social interaction and communication skills. However, older children focus and engage well and are very vocal and interested in their play. They interact well with the childminder and have lengthy conversations.

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The provision requires improvement

Children respond well to the childminder. They listen and follow instructions. Younger children are becoming independent, while older ones are able to carry out simple task for themselves. Children learn important skills, such as how to share and take turns. For example, they learn to allow other children to have a go as they play. This helps to prepare children for the next stage of their learning journey.

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need to do better?

n The childminder does not use evaluation well enough to monitor her practice and the provision. As a result, weaknesses are not always identified and addressed. This has an impact on the quality of teaching and children's safety. n Risk assessment of the environment is not effective enough to constantly promote children's health and safety. For example, the childminder does not always ensure that all fire exits are kept continuously clear. This poses a hazard to the health and safety of children. However, the childminder has identified what she now needs to do to minimize and, in some instances, remove the risk to children. She will immediately address this to improve the health and safety of children. n Older children speak fluently, are engaged and focus well as they play. However, babies' language and communications skills are not as well supported, such as during lunchtime. Opportunities to engage younger children and support their

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need to do better?

social interaction and communication is not well initiated. As a result, younger children just look away and are not encouraged to engage. All children's learning and development are not as well promoted as possible. n The childminder knows the children well. She identifies what they know and can do and use this information to monitor children's individual progress. However,

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need to do better?

20 September 2022 the curriculum is not always purposeful. The childminder does not place a strong enough focus on how the curriculum is implemented, particularly for younger children. As a result, younger children are not well motivated to interact, engage or find activities interesting in order to promote learning to a high standard. n Children enjoy healthy, home-cooked meals during their time with the childminder. They learn the importance of healthy routines, such as washing hands before mealtimes. Children have very regular access to the outdoors. They have opportunities to exercise and enhance their physical skills, which helps support their health and wellbeing. n The childminder supports older children's reading skills well. For example, she introduces phonics during play and talks about different letters. They have plenty of opportunities to count, sort items, draw, make marks and talk about

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need to do better?

what they have done. n There is a range of toys and resources available to support children's learning. However, these do not depict people in the wider community as well as possible. As such, these do not effectively support children to understand about the similarities and differences of others. n The childminder has formed positive partnerships with parents and other professionals involved in the care of the children, providing continuity. She shares information with parents about the setting and their children's learning and gathers information about children's learning at home. Parents are happy with the care that the childminder provides for their children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder does not thoroughly check her home to ensure children's continued safety. That said, the childminder immediately identified plans to ensure all fire exits are constantly kept clear, to better promote the safety and wellbeing of children. She demonstrates a suitable understanding of the signs she might see to alert her that a child may be at risk of abuse or neglect. She has an adequate knowledge of child protection issues, including how to recognise when a child is at risk of exposure to extreme views. The childminder has an awareness of the procedures to follow should she have concerns about a child in her care.

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Due date

ensure that all fire exits are consistently kept clear to help support children's safety and wellbeing 28/09/2022

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Due date

20 September 2022 improve the curriculum to support social interaction and communication and language skills for babies, and raise the quality of teaching for younger children. 21/10/2022

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should:

n review the organisation of feeding times for babies to ensure opportunities to support their learning and development during these times are more effective n review how the curriculum is implemented to help children better understand peoples' similarities and differences and the wider world n further develop how practice and the provision is evaluated to ensure all children's learning and safety are promoted as well as possible.

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Setting details

Unique reference number EY441614 Local authority Lewisham Inspection number 10235655 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 4 Date of previous inspection 13 October 2016

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Information about this early years setting

The childminder registered in 2012. She lives in Lewisham, in the London borough of Lewisham. The childminder works alongside another childminder at the same premises. She provides childcare Monday to Friday, from 7.30am until 6pm, all year round. The childminder receives funding to provide free early education for children aged two, three and four years.

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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 childminder and has taken that into account in their evaluation of the setting. n The inspector observed interactions between the childminder, co-childminder and children. n The childminder showed the inspector a range of documents, including a copy of her first-aid certificates and evidence of suitability checks. n The childminder and the inspector carried out a joint observation together. n The inspector interacted with children, observed the quality of education being provided and assessed the impact on children's learning.

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Inspection activities

20 September 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 September 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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