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 Requires improvement

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The provision is good

The childminder knows the children well and provides them with opportunities to build strong relationships with her. Children show they are happy and settled as they are keen to share their play experiences with the childminder. The childminder creates opportunities for older and younger children to interact with each other and teaches them to take account of the needs of others. Children behave well and learn to share and take turns with their peers.

p.2

The provision is good

The childminder supports children well to help them build on their vocabulary. She helps children extend what they already know. For example, when they say 'apple', she models saying 'crunchy apple', and they repeat this.

p.2

The provision is good

The childminder motivates children to learn new skills, such as operating the foot pedals on a tricycle. Children follow her instructions well and give it a go. These experiences help children build on their physical skills.

p.2

The provision is good

The childminder aims high for individual children and plans targeted next steps to support their progress towards the next stages in their learning. She plans well to widen children's experience of the world around them. For example, she takes them on outings to enhance opportunities for children to meet people from different backgrounds.

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need to do better?

n Self-evaluation is effective. The childminder has improved her knowledge and skills to plan an effective curriculum for children that is focused on the prime areas of their learning. She plans well for her professional development, including through attending relevant training. n The childminder ensures that children have regular opportunities to play and exercise outdoors. She has made improvements to her garden, to facilitate their play. Children benefit from opportunities to be physically active, including on outings. She guides children to wash their hands at appropriate times, such as after outdoor play. n The childminder encourages children to contribute to activities such as tidying up. This helps to promote their independence. Toddlers learn to get their hat on by themselves in preparation for outdoor play. The childminder praises them for their achievements, which helps to promote their self-esteem.

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need to do better?

n The childminder provides opportunities for children to build on their creativity. Children are eager to explore play dough. The childminder shows young children how to place a blob of play dough between their palms and roll it to make a sausage. n Children demonstrate a keen interest in books. They show excitement as the

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need to do better?

16 January 2024 childminder shows them pictures of animals and models animal sounds. Toddlers confidently name some animals, with reference to pictures, and they learn to repeat words and sounds. They are keen to choose another book when they have finished with one. The childminder also provides them with opportunities to choose books from the local library. n The childminder teaches children the names of fruits and vegetables, for instance as children engage in role play. This helps them to build on their vocabulary of healthy foods. The childminder works in partnership with parents to encourage children to make healthy choices. n Toddlers demonstrate an early understanding of shapes and sizes. For example, while building a tower with construction material, they know to sequence the cubes by size, from largest to smallest. During play, they learn to name shapes, such as a 'star'. n Children use their imagination to replay their observations of the real world. For

p.2

need to do better?

example, while in the garden, they pick up a brush and pretend to sweep the floor. The childminder provides a commentary of what they do and they feel encouraged to explore. n During some activities, seating arrangements are not carefully planned to fully support interactions. For instance, during a table-based activity, children did not have a chair to sit on, and they continued to stand. The childminder placed her chair alongside the children, which meant the children made very little eye contact when she spoke with them. n Through observation, the childminder has identified children's interest in mark- making activities. She provides some resources, such as pencils and paper, for them. However, she has not considered ways to fully support young children's curiosity to explore mark making in a range of ways.

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 consider ways to improve the organisation of activities, including seating arrangements, to best support children's interactions with others n strengthen opportunities to fully support young children's curiosity to explore mark-making in a range of ways, including through the provision of resources that are appropriate for the ages and stages of their development.

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Setting details

Unique reference number 2604713 Local authority Southwark Inspection number 10281782 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 10 February 2023

p.4

Information about this early years setting

The childminder registered in 2020. She lives in Peckham, in the London Borough of Southwark. The childminder provides childcare on weekdays, from 8am to 6pm, for most of the year. The childminder has a level 3 qualification in childcare.

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 childminder. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation with the childminder. n The childminder provided the inspector with a sample of key documentation on request. n The inspector and the childminder discussed the childminder's self-evaluation and how she takes account of the views of parents.

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Inspection activities

16 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

16 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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