Childminder in Southwark

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 experience a smooth and happy transition from home to the setting. Those who are very new to the setting have already established secure emotional attachments with the childminder. This is because children receive lots of attention and effective care practices. As a result, they are confident to approach the childminder for support when they need it. Children play in a safe and secure environment with clear rules and boundaries. This helps children to behave well. Children have a good start in their education.

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The provision is good

Children respond positively to the high expectations for their learning. They show good concentration as they re-enact home-life experiences in the home corner. For example, children have lots of fun as they pretend to make sandwiches and look after their 'babies'. Children have plenty of opportunities to develop their knowledge and skills that will provide a strong foundation for their future education. They are competent in expressing themselves, answering questions and recalling previous learning. Children are developing their mathematical skills rapidly, counting from one to 10 and beyond without needing any support. They are learning about their surroundings, such as by visiting the local supermarket.

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need to do better?

n The childminder demonstrates a strong commitment to her work with children. She uses her good skills to plan a broad and challenging curriculum that focuses on children's learning needs. Children's positive behaviour shows that they are motivated to learn. n The childminder is skilful at engaging children in conversations as they play, repeating and introducing new words to extend their vocabulary. She is also very good at promoting children's emotional well-being. In addition, the childminder promotes children's fine and gross physical skills effectively. Children make rapid progress from their starting points. n The childminder makes accurate observations and assessments of children's progress. For example, she has recognised that children are interested in letters and sounds. However, the childminder acknowledges that sometimes she lacks confidence in implementing the curriculum for literacy. This prevents her from

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need to do better?

supporting children's early reading skills as effectively as possible. n Overall, the childminder promotes children's creativity and sensory skills well. However, she does not provide children with a wide range of malleable materials, particularly indoors. This does not fully support children's exploratory nature. n The childminder shares relevant information with parents to ensure their children's needs are understood and met. This is particularly effective in ensuring that new children settle in quickly. Parents praise the childminder's

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need to do better?

12 October 2022 service. They find the childminder's soft and gentle voice and child-friendly language contribute to children feeling safe and secure. n Children develop a love of books. They enjoy stories being read to them and making comments about what they see. For example, children identify different animals from illustrations and imitate the sounds they make. They learn about shape and measurement, which supports their mathematical skills. n Children develop strong levels of independence and self-care skills as they take age-appropriate responsibilities. For example, they learn to tidy away the toys when they have finished playing with them. n Displayed photos, toys and books teach children about similarities and differences between people. Children are learning to respect and show kindness to others. They are polite and behave appropriately for their age. n The childminder promotes her professional development well. She has

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need to do better?

completed training which has enhanced her knowledge of how to encourage children to express their feelings. As a result, children are learning to use words rather than actions to describe how they are feeling. This helps to create a positive environment. n The childminder seeks the views of parents and other professionals to inform the self-evaluation process. Following the last inspection, she has explored other ways to communicate with parents to enhance this area of her practice. This has had a positive impact on children's learning and development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a full understanding of her role and responsibilities to keep children safe. She knows how to identify safeguarding issues, including if a child is being drawn into radicalisation. There are clear procedures for reporting concerns about a child's welfare. The childminder supervises children effectively, which gives them the confidence to play safely. In addition, she practises regular evacuation drills with the children to teach them what to do in an emergency. The childminder is very good at supporting children's physical and emotional well-being, which helps them to flourish.

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should:

n enhance knowledge of how to further support children's early reading skills n increase opportunities for children to explore a wide range of malleable materials, particularly indoors, to fully support their exploratory nature.

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Setting details

Unique reference number EY465751 Local authority Southwark Inspection number 10231849 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 1 Date of previous inspection 21 September 2016

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Information about this early years setting

The childminder registered in 2014 and lives in the London Borough of Southwark. She offers her service from 8am to 6pm, Monday to Friday, all year round, except family holidays. The childminder holds an appropriate childcare qualification at level 3.

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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 childminder showed the inspector around the setting and explained how she delivers the early years curriculum. n The inspector observed children's play and learning indoors. She interacted with the children at appropriate times during the inspection. n The childminder and the inspector evaluated the impact of a planned activity on children's learning and development. n Parents left written feedback to share their views on the quality of the provision. The inspector read the feedback and took this into account.

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Inspection activities

12 October 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

12 October 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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