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

p.1

The provision is good

The childminder encourages children's love of books, early reading, songs and rhymes. She is animated when she tells stories, which helps to engage young children further. This is demonstrated when young children listen intently to the stories she reads and eagerly recall favourite parts. For example, children excitedly say, 'I love you so much'. The childminder encourages young children's full participation when they become distracted. She lays down and pretends to be a 'sleeping bunny'. Children jump up and down with great enthusiasm.

p.2

The provision is good

The childminder knows what she intends children to learn next. She plans a variety of opportunities and experiences to meet children's individual learning needs. For example, young children keenly jump from one coloured square to another as they shout out the correct colours. They concentrate as they build towers with construction pieces and keep trying as they correctly sequence a wooden sorting puzzle. Children know to sequence the wooden blocks by size, from largest to smallest. The childminder praises children for doing well. This raises their self- esteem and confidence.

p.2

The provision is good

Children are happy, and they behave well and show confidence in social situations. For example, older children introduce themselves on the arrival of visitors. They develop positive relationships with the childminder and with the mixed ages of children. Children enjoy each other's company. The childminder is a good role model. She sensitively reminds young children to share and take turns with toys and use good manners. The childminder provides a home-from-home environment to help ensure that children feel emotionally secure and safe.

p.2

need to do better?

n The childminder provides good-quality, inclusive care and education for all children. Generally, she follows her good procedures and practice. Despite good hygiene practices overall, the childminder does not consistently help children to develop good hygiene routines. For example, the childminder does not encourage children to wash their hands before mealtimes. n The childminder supports children's understanding of diversity and festivals and their sense of self within the local community. For example, she plans daily outings for children, such as visits to local toddler groups and parks. Young children create paper dragon puppets during a recent visit to an art and craft session at a local library to learn about Lunar New Year. n The childminder's curriculum is broad and balanced. For example, she plans many opportunities to help develop young children's problem-solving skills and early mathematical development. Children show delight as they complete a

p.2

need to do better?

range of puzzles, count and recognise colours with growing confidence. This

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need to do better?

19 February 2024 helps to lay the foundation for a strong understanding of early mathematics. Young children have a positive attitude to their learning, and they make good progress. n The childminder uses her knowledge of child development to sequence children's learning. For example, young children squeeze, prod and roll dough to help strengthen their small muscles in readiness for holding tools and for early mark making. Furthermore, young children begin to learn the skills they need for early writing, such as through mark making. The childminder ensures that writing tools are available, so children start to develop their fine motor skills. n Mixed ages of children are confident communicators. They eagerly speak to the childminder and learn to take turns in conversations. The childminder understands the importance of supporting children's early communication and language skills, overall. For example, she readily comments on children's play

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need to do better?

and learning, sings songs, names objects and reads books to children. Nevertheless, on occasion, the childminder does not always model the correct pronunciation of words. This means that children do not always hear the correct pronunciation to help develop their speaking skills further. n The childminder works effectively in partnership with parents and other professionals for a consistent approach in children's learning, development and safety. For example, she knows when, and whom, to seek additional support for those children who may have gaps in their learning. This helps to ensure positive outcomes for all children. n Parents comment highly of the childminder, such as her daily communication and the good progress their children make. They describe the childminder as 'warm natured, loving and attentive'. Effective communication helps to keep parents well informed about their child's day with 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 provide even more opportunities to consistently promote children's hygiene practices and routines n make the best use of opportunities to consistently build on children's early language skills, so they learn to pronounce words correctly.

p.3

Setting details

Unique reference number EY437726 Local authority Southwark Inspection number 10305441 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 21 February 2018

p.4

Information about this early years setting

The childminder registered in 2012 and lives in the London Borough of Southwark. She operates for most of the year, from 8am to 6pm, Monday to Friday. The childminder holds a relevant early years qualification at level 3.

p.4

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 her evaluation of the setting. n The childminder and the inspector discussed how the childminder organises her early years setting, including the aims and rationale for the curriculum. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of parents' views. n The inspector observed the interactions between the childminder and the children.

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Inspection activities

19 February 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

19 February 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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