Mamah, Pauline

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 nurturing childminder creates a warm and welcoming environment where children are happy and feel very much at home. She provides reassurance and encouragement when needed. This helps children to feel valued and arouses their curiosity to learn. Children move around her welcoming home with confidence, showing a strong sense of belonging. The childminder plans activities around children's learning needs. She knows the children's interests and what she wants children to learn. Children enjoy time outside in the childminder's garden and at local parks. This supports their listening skills and enhances their communication and language.

p.2

The provision is good

Children select resources from what is on offer and begin to play and explore. They are offered a varied curriculum. Children maintain their concentration, as the childminder constantly talks as she observes their play. They demonstrate curiosity as they explore their surroundings and begin to problem-solve as they press buttons on electronic toys.

p.2

The provision is good

The childminder supervises children well as she helps the youngest children navigate the step from indoors to outdoors to ensure that they remain safe. Children behave well. The childminder supports children to become independent as she reminds them of the importance of washing their hands when handling food.

p.2

need to do better?

n The childminder offers families flexible settling-in sessions that are tailored to individual children's needs. She gathers information from parents before children start to help her understand children's interests, routines and where they are in their development. This helps the childminder to understand how to support children from the beginning. n The childminder is passionate about her role and committed to giving all children a positive start to their learning. She places a strong curriculum focus on extending children's communication and language. She models language well and engages in conversations with the children. Children make good progress in their language development, including those who speak English as an additional language. n The childminder observes what children can do as they play. She uses this information to plan activities from children's interests. However, she does not consistently use assessments to plan children's individual next steps and shape

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need to do better?

her curriculum. n Children make good progress with their communication and language. The childminder is mindful to narrate on their play and sing songs with them, and she takes them on regular visits to the library for story and song time. She helps

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need to do better?

25 April 2024 children recall and pronounce new words clearly. Children have a very good range of vocabulary. which the childminder adds to. Children listen and repeat the new words in context, showing their understanding. n The childminder interacts with children positively. She talks to them and asks questions. Children are starting to use mathematics during their play. For example, children eagerly use mathematical language as they roll play dough, telling her which piece is longer. n The childminder helps children to develop good physical skills. For example, children learn to balance and climb in the garden. They are eager to take part in a range of activities that the childminder plans to help them to develop their hand-to-eye coordination and fine motor skills. For instance, children enjoy making marks and using scoops in water play. n The childminder reflects on and evaluates some areas of her practice to promote

p.2

need to do better?

continuous improvement. However, she does not precisely identify and use professional development opportunities as well as she could to further extend her teaching skills and knowledge. n Overall, the childminder has formed effective partnerships with parents. Parents speak positively about the childminder. They say their children are learning well and are very happy in her care. However, the childminder does not consistently share information, such as children's progress, regularly and how to support learning at home to ensure continuity of care and learning.

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 use assessments more precisely to identify more precise next steps in children's learning and to plan a curriculum that further meets children's individual needs n enhance professional development to focus more sharply on improving knowledge and skills further n strengthen partnerships with parents to enable more continuity of learning.

p.3

Setting details

Unique reference number EY335910 Local authority Greenwich Inspection number 10335702 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 12 Number of children on roll 2 Date of previous inspection 25 June 2018

p.4

Information about this early years setting

The childminder registered in 2006 and lives in the North Thamesmead area of the Royal Borough of Greenwich. She operates term time only, Monday to Friday from 8am to 6pm. The childminder holds a relevant childcare qualification at level 4. Occasionally, she works with an assistant. The childminder offers funding for children aged three and four years.

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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 setting. n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed activities indoors and outdoors and assessed the impact these have on children's learning. n The inspector spoke to parents during the inspection and took account of their views. n The inspector looked at relevant documentation, including the childminder's first- aid certificate.

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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

25 April 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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