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

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The provision is good

The very enthusiastic and caring childminder consistently provides high-quality care and education for all children. Children grow in confidence in a warm and nurturing environment provided by the childminder. Children show that they are emotionally secure and feel safe. They are very happy in her care and demonstrate good behaviour. The childminder joins children in their play and learning. They thoroughly enjoy singing songs and looking at books together. For example, the childminder and children wiggle and jiggle as they keenly sing 'Head, shoulders, knees and toes'.

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The provision is good

The childminder's curriculum is equally challenging for all children. For example, she positively engages with children to help to support their communication and language development, and extend what they know and can do. Children eagerly choose toys for themselves that link to meaningful conversations, such as eating healthily. Children hold toothbrushes firmly, and willingly brush giant pretend teeth. They point to pictures in a book and say, 'Dirty teeth' and 'Clean teeth'. The childminder gives a clear message to children that supports their growing understanding of healthy choices.

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The provision is good

The childminder is very sensitive and respectful in her approach when meeting children's individual needs. She encourages children to use the toilet as they practise and prepare to use the toilet independently. The childminder is a very positive role model and consistently praises children for their achievements, such as by saying, 'I am very proud of you.' This helps to raise children self-esteem.

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need to do better?

n Overall, the childminder plans her curriculum well to meet the individual needs of all children. Children have lots of fun and engage fully in the opportunities available. They are busy and enthusiastic learners. For example, children rummage through lots of toys to find magic markers. Children firmly hold writing tools and proudly point to the random marks they make. The childminder encourages children to tell her about their early writing to value and support children's early literacy skills. n The childminder values and promotes children's uniqueness and their sense of belonging within the local community. For example, she provides daily experiences, such as trips to the local market and nature walks. The childminder finds out the languages children speak and hear at home to value their home languages. n Children have a keen interest in books and early reading. The childminder ensures books are readily available and combined with the daily activities and

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need to do better?

interactions. The childminder plans regular trips to the local library to help to

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need to do better?

6 June 2024 develop children's love of books and in readiness for the next stages in their learning. n Daily outings, physical exercise and developing children's social skills are of high priority to the childminder and embedded into her curriculum planning very well. For example, the childminder plans daily trips to local open spaces and to toddler groups. This helps children gain important social skills, and develop an appreciation of diversity within the local community. n The opportunities and experiences available to children help to develop important skills for future learning well, overall. However, the curriculum for mathematics is not always promoted to the same level. The childminder implements her curriculum intent well, but she does not always introduce early mathematics to help children to develop a keener interest in problem-solving. Nevertheless, all children make good progress from when they first start and

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need to do better?

they have very positive attitudes to their learning. n The childminder understands the importance of working in partnership with parents and other professionals. For example, she regularly communicates with parents to discuss children's routines and learning. She describes the importance of working together for a consistent approach in children's learning, development, and well-being. The childminder values comments from parents to evaluate her service, and to offer a flexible childcare service for all. n The childminder encourages children to act out their home experiences and make sense of their world through imaginary play. Children demonstrate this through role play. For example, they pretend to crack and fry a toy egg on a wooden role-play kitchen. Children show pride as they serve pretend meals to the childminder and the inspector. n The childminder undertakes a variety of professional development opportunities

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need to do better?

to help to develop her good teaching skills, practice and provision. She has a clear and ambitious vision for providing high-quality inclusive care and education to all children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n strengthen knowledge of how to introduce a curriculum for mathematical development, to further encourage children's early interests in mathematical ideas.

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Setting details

Unique reference number EY272977 Local authority Southwark Inspection number 10346978 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 3 Date of previous inspection 16 August 2018

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Information about this early years setting

The childminder registered in 2003. She lives in the London Borough of Southwark. The childminder operates 8am until 6pm each weekdays. The childminder holds an early years qualification at level 3.

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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 The inspector discussed with the childminder how she organises and implements her curriculum. n The childminder took part in evaluating the morning opportunities and experiences with the inspector. n The inspector considered the quality of education during activities and the impact this has on children's learning. n The inspector observed interactions and the conversations between the childminder and the children and considered the impact these have on children's learning. n The inspector took account of the written feedback from parents. n The inspector viewed key documents on request.

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Inspection activities

6 June 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

6 June 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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