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

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The provision is good

Children confidently and eagerly enter this welcoming setting. The main play room is organised to encourage children to choose from a home corner, book area, writing table and toys, which are stored in easy access shelving. Children happily engage in the range of activities on offer. They talk about their friends who have not yet arrived and look forward to playing with them. Children are delighted when the childminder joins them in their play. They ask for their dolls to be fastened on their backs in a sling and proudly carry them around the room as they play.

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The provision is good

The childminder has high expectations for children's learning. She knows children very well and has a clear intent for what she wants them to learn. The childminder asks children questions as they play. For example, children look at what shapes are on animal faces in a book as part of the childminder's current aim for them to learn about animals. Due to the childminder's interactions and her curriculum, children make good progress in all areas. Children behave well and treat others with kindness and respect. They listen to the childminder and respond promptly to requests, such as helping to tidy up.

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need to do better?

n Children thrive in the setting because the childminder works in partnership with parents. Parents value information from the childminder about the activities their children enjoy and tips to carry on their learning at home. Parents are particularly impressed with how quickly children's speech improves when attending the setting. n Children attend local playgroups with the childminder. This provides children with opportunities to socialise outside of the childminder's home. The childminder regularly takes the children to local parks and the farm. This helps to broaden their experiences and awareness of the world around them. n The childminder joins children in their play and reads stories to them. This helps children to use their imaginations. However, the childminder rapidly moves from one suggestion to another, asks questions and tells children what to do. This means that children do not get opportunities to think and use their own ideas

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need to do better?

within their play. n Children make good progress in their communication and language development. They enjoy reading a variety of books as part of the daily routine. Children listen attentively as the childminder reads and later choose books to share with each other. They join in with circle times enthusiastically, and they engage in songs and rhymes. n The childminder knows individual children very well and has high expectations of their learning. On occasion, she makes effective plans to support their next steps in development. For example, she encourages young children to share and enjoy

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need to do better?

23 March 2023 playing with their friends. However, on occasion, the childminder's teaching is not meaningful and is too challenging. For example, she directly questions children about shapes and colours. As a result, children successfully answer questions they have been asked before, but they cannot apply the learning to different situations. For example, children know that the cat's ears in the book are triangular, but they are not able to identify other triangles around them. n Children become increasingly independent. The childminder provides resources, such as a step and child seat, to help them manage their own hygiene needs successfully. Children peel their own fruit at snack time and put on their own boots. n Children are well behaved and learn to play cooperatively with their peers. They receive lots of praise and rewards for complying with the childminder's requests. Children quickly tidy up at the end of free-play time and receive a high five for

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need to do better?

their efforts. This encourages them to continue being helpful. n The childminder is very committed to improving her understanding and knowledge of how children learn and how to keep them safe. For example, the childminder uses the knowledge gained from an online course to reflect on how she promotes children's health, hygiene and self-care. As a result, children enjoy healthy choices at mealtimes and follow good hygiene routines.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has secure safeguarding knowledge and can identify signs of potential abuse and/or neglect. She knows what action to take if she is concerned about the welfare of a child. The childminder is confident in the procedures to follow if she has a concern about an adult working with a child or an allegation is made against her. Her training in child protection and first aid is up to date. The premises are safe and secure. As a result, children's well-being and safety are ensured.

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should:

n provide more opportunities for children to build their own thought process and focus on what interests them n help children to connect their new learning to existing knowledge and apply it to different situations.

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Setting details

Unique reference number 2616582 Local authority Lewisham Inspection number 10280902 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 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021. She lives in the Brockley area of Lewisham, in south east London. The childminder operates all year round, from 7am to 6pm, Monday to Friday. She holds a level 2 qualification in early years and a level 3 qualification in working with children and young people.

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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 childminder. n Parents spoke with the inspector and shared their views on the childcare setting. n The childminder and the inspector completed a learning walk together to discuss the childminder's intention for children's learning. n The inspector discussed with the childminder how she implements the curriculum and supports all children to make progress. n Children interacted with the inspector during the inspection. n The inspector observed the quality of education being provided and the impact on children's learning. n The childminder answered questions to establish her understanding of how to safeguard children. n The inspector viewed evidence of the suitability of persons living in the

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Inspection activities

household and a selection of other records.

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Inspection activities

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

23 March 2023 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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