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 are happy when they arrive at the childminder's home. Young children are eager to engage with the assistant and the broad range of resources. Children enjoy problem solving and trying different ideas to make things work. For instance, they patiently balance blocks to build a tower using the stacking boxes. They listen to instructions and take turns correcting mistakes and working out which one comes next. This builds on children's early mathematical skills. Children behave well. They have strong relationships with the childminder, who knows them very well. Young children snuggle in for cuddles and settle. This helps them feel safe and secure.

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The provision is good

The childminder has high expectations of children. For instance, young children are encouraged to develop their independence skills when they choose from a range of fruit at snack time. Children are learning how to make healthy choices. They access fresh air during their daily visit to the park. They collect pinecones and take great delight in seeing different insects and animals. This helps build on children's understanding of the world around them. In addition, children have plenty of opportunities to be inquisitive in the summer house. For example, young children explore natural and magnetic resources.

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need to do better?

n Parents speak highly of the childminder and the care their children receive. Parents comment that they are kept informed regularly about their children's day-to-day activities and progress. For example, the childminder provides a learning journal and transitions report when children leave or start school. However, the childminder does not ensure that she shares information clearly with parents regarding the progress check for children between the ages of two and three years. This means that information between parents and other professionals is not provided consistently to support children's ongoing development even further. n The childminder and the assistant complete mandatory training. The childminder works closely with the assistant to reflect on their practice. She also uses the feedback from families to evaluate the setting. However, the childminder is aware that she has not identified training to support their professional

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need to do better?

development needs, to help improve their practice further. n The childminder knows the children extremely well. She plans activities and experiences that capture children's imaginations and supports the next steps in learning. For example, children are fascinated by dinosaurs and learning about them. Children have the opportunity to make and decorate dinosaur biscuits. This builds on their mathematical and language skills. n The childminder works closely with parents to support their children's

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need to do better?

8 December 2022 development and learning at home. For example, she supports families with different strategies during potty training. In addition, she shares information to help keep children safe, such as updating families about scarlet fever. n Children skilfully develop their physical skills as they climb, balance and use different equipment in the garden. The childminder gathers information about children before they start at the setting to support their health and mental well- being. For instance, parents provide keywords in their first language. Young children learn about the importance of oral health when they brush the pretend teeth. n The childminder provides a language-rich environment that builds on children's vocabulary and understanding. She introduces new words into children's play. For example, they identify animals, such as 'octopus' and 'elephant'. Older children follow recipes in the cookery books to make pretend meals. The

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need to do better?

childminder provides a range of visual prompts to communicate with children. n Children make good progress. They eagerly explore the interesting environment and interact with a wide variety of toys and resources. For example, young children explore cause and effect when they use the technology toys. This helps to prepare them for the next stage of their learning and for school. n The ambitious childminder provides an inclusive curriculum across all areas of learning. For instance, children try dishes from around the world and have days when they attend the setting in their traditional dress, such as Russian outfits. This helps build on children's understanding of diversity and what makes them unique.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and assistant know the importance of their role and responsibilities. They understand how to protect children and know the different types and signs of abuse. For example, they understand how to identify possible radicalisation. The childminder knows what to do if an allegation is made against an adult, and the procedures to follow if she has to report a concern. The childminder implements robust policies, procedures and risk assessments to promote the health, safety and well-being of children.

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should:

n ensure the two-year-olds progress check for children aged between two and three years are shared with parents n identify more accurately the professional development opportunities to strengthen skills and knowledge.

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Setting details

Unique reference number 107230 Local authority Southwark Inspection number 10234059 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 12 Number of children on roll 6 Date of previous inspection 25 November 2016

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Information about this early years setting

The childminder registered in April 1996 and lives in the London Borough of Southwark. The childminder works with an assistant. The childminder has a childcare qualification. She operates her service from 8am to 6pm on Monday to Thursday.

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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 inspector carried out a learning walk and discussed the curriculum with the childminder. 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 with children, the assistant and the childminder at appropriate times throughout the inspection. n The inspector spoke to parents to gain feedback regarding their thoughts. n The inspector looked at relevant documentation and evidence of the suitability of the childminder and household members.

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Inspection activities

8 December 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

8 December 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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