Childminder EY349731

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 Inadequate

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The provision requires improvement

The childminder and her assistants provide a range of resources for children to self- select. During sensory play, children watch while an assistant models how to make a castle. Children watch avidly as she scoops the sand and taps the bucket before revealing the castle. The children then enjoy squashing what has been made. However, often, children move quickly from one activity to another because assistants do not provide effective prompts and guidance to support children's play. This means that children do not develop their concentration skills and maintain interest for any length of time. The childminder has a clear understanding of the curriculum she is providing for the children in her care. Children make progress. However, children's development could be further supported by consistent quality interactions. Children with special educational needs and/or disabilities are identified and referrals are made, with parental consent, to local support services.

p.2

The provision requires improvement

Adults' expectations of children's behaviour are not consistent. For example, children taking a toy from another child may not be responded to. However, any behaviours that could be a safety issue, such as children climbing, are quickly addressed by the childminder and her assistants.

p.2

The provision requires improvement

Children spend time in the garden every day. Children choose from a range of play equipment, such as buggies, trikes and slides, to support their physical development. They enjoy practising climbing steps and sitting down to use a slide.

p.2

need to do better?

n The childminder has a clear understanding of the needs of the children in her care. The curriculum focuses on children's language, social interactions and developing independence. The childminder plans and prepares home-cooked meals and snacks, taking into consideration each child's individual dietary needs. Children eat heartily, scooping with spoons. However, the curriculum to support children's independence is not fully implemented, as during snack and mealtimes, children are not given opportunities to wash their own hands, choose their fruit, serve themselves or pour their own drink. This does not support building children's confidence in what they can do for themselves. n The childminder has settling-in procedures for children moving into her care. Parents complete forms to share information on children's care needs and what they like to do. The childminder ensures that each child is allocated a key

p.2

need to do better?

person. However, this does not support children's emotional well-being and help children to build secure relationships with adults initially, as while they are settling in, they are being cared for by different adults at different times. n The childminder effectively models language by narrating and commentating on what children are doing. She enables children to hear a consistent flow of

p.2

need to do better?

9 January 2024 information on what is happening now, and what is going to happen next. When she asks children questions, she gives them time to think and respond. Although assistants observe how the childminder interacts with children, they do not consistently use the same approach. Children's language development is not consistently supported to enable them to make rapid progress. n Parents are complimentary about the support staff provide for them. Staff give parents detailed daily handovers. This includes information on what children have been playing with, have eaten and when they have slept. Termly parents' meetings enable the childminder and her assistants to update parents on the progress their children are making. Key persons discuss how they can work together, offering advice and support with children's toilet training, behaviour and sleep routines. Ideas are also shared about how parents can help with their

p.2

need to do better?

child's learning at home. n The childminder works well with her assistants. Tasks are shared and interactions between them are kind and respectful. The childminder has made changes to practice that were identified following her previous inspection. All adults now demonstrate a sound understanding of child protection matters. The childminder has a plan to support teaching practice further, as her assistants are accessing ongoing professional development through additional specific training. For example, they are attending courses on the care and education of young children and supporting children with additional needs. The assistants shared with the inspector how much they enjoy their work and feel supported by the childminder.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n be more consistent in how the curriculum for language and communication is delivered to ensure children make good progress n use daily activities and routines effectively to support children to develop their independence n evaluate practice to ensure children joining the setting are supported to develop secure relationships with the staff caring for them.

p.3

Setting details

Unique reference number EY349731 Local authority Lewisham Inspection number 10306727 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 9 Number of children on roll 10 Date of previous inspection 18 July 2023

p.4

Information about this early years setting

The childminder registered in 2007. She lives in Hither Green, in the London Borough of Lewisham. The childminder works with her daughters, who are also registered childminders. She also employs a number of assistants. Children are cared for across two settings and the childminding service in her home is aimed predominantly at children aged under two years. The childminder holds a relevant level 2 childcare qualification. She operates Monday to Friday, all year round.

p.4

Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n During the inspection, the inspector had a tour of the premises to complete a learning walk. The childminder described how the environment and the curriculum are organised. n The inspector looked at documentation and discussed the systems the childminder uses to observe and record children's progress. n Staff spoke to the inspector during the inspection. n Parents shared their views of the setting with the inspector.

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Inspection activities

9 January 2024 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

9 January 2024 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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