Childminder in Lewisham

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

Children eagerly enter the childminder's home-from-home environment. They receive a warm welcome on arrival and are safe and happy in her care. The childminder is very nurturing and attentive to children's changing needs. She provides cuddles and reassurance when needed. This helps children to settle quickly and feel emotionally secure.

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The provision is good

The childminder has high expectations for all children. She gets to know children well from the start and plans her curriculum to build on and extend their knowledge. The childminder provides a broad range of activities and engages with children as they make choices and select resources. For example, she supports children to use tools and extend their fine motor skills as they knead and squeeze dough. The childminder discusses colours and shapes and encourages children to share their knowledge. Children make good progress from their starting points in development.

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The provision is good

The childminder supports children's personal, social and emotional development well. She role models positive behaviour and uses a calm manner. The childminder supports children to share and take turns. She gives gentle reminders when needed and talks to children about their emotions and the feelings of others. This helps children to understand what is expected. Children listen, use good manners and behave well.

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need to do better?

n The childminder finds out about children's previous experiences and their interests when they start at her setting. She plans activities to extend children's skills across the curriculum areas. The childminder uses her observations and completes the required progress checks when children are aged between two and three years. She identifies and addresses any gaps in children's learning and plans their next steps to help children to make progress. n The childminder places a high priority on children's communication and language skills. She babbles with babies and encourages back-and-forth interactions. The childminder sings with children, shares stories and engages them in conversations. She introduces new vocabulary and encourages children to repeat words. Children answer meaningful questions and have time to think and respond. n Overall, partnerships with parents are strong. They speak highly of the

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need to do better?

childminder and comment on how their children are settled and making good progress. Parents feel communication is good and they receive daily updates on their child's routine and activities. However, the childminder does not consistently share information with parents about children's next steps in

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need to do better?

13 August 2024 learning and ideas to continue their learning. n The childminder promotes children's independence and supports them to try things for themselves. She uses praise and acknowledges children's achievements, which helps to raise their self-esteem. The childminder regularly attends groups in the local community to extend children's physical and social skills. However, the childminder has not built partnerships with other settings that children attend to support their all-round development. n The childminder weaves mathematics through activities as children play. Children count with the childminder as they fill buckets with sand and build towers. The childminder extends children's understanding and language as they spot aeroplanes in the sky and hear sirens outside. She uses conversations, which include different sizes and speeds, to extend children's understanding of the world around them. n The childminder embeds a culture of diversity and inclusion through her practice.

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need to do better?

She supports children who are learning their home languages alongside English. The childminder provides resources and teaches children about different cultural festivals. This aids children to understand their own uniqueness and learn respect for others. The childminder talks to parents and makes referrals if children need additional support. n Children learn about the importance of healthy lifestyles. She encourages babies to walk and kick balls. Older children run, jump and use equipment that helps to improve their balance and coordination. The childminder talks to children about healthy foods and the importance of staying hydrated. Children learn about wearing sun cream and follow good hygiene routines. n The childminder regularly reviews her practice. She shares activities and good practice ideas with other childminders and seeks feedback from parents. The childminder has completed her mandatory training and acted on her previous

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need to do better?

recommendations. This has supported her to make improvements when planning her curriculum to support individual children's interests further.

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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 existing good partnerships with parents further by sharing children's next steps in learning and ideas to continue their learning at home n build relationships with other settings children attend to promote a consistent approach to their care and learning.

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Setting details

Unique reference number EY398881 Local authority Lewisham Inspection number 10354817 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 5 Number of children on roll 4 Date of previous inspection 7 November 2018

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Information about this early years setting

The childminder registered in 2009. She lives in Sydenham in the London Borough of Lewisham. The childminder operates for most of the year, from 8.30am to 5.30pm, Monday to Thursday. She provides funded early education for two-, three- and four-year-old children.

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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 her evaluation of the childminder. n The childminder and the inspector carried out a learning walk together to discuss the childminder's intentions for children's learning. n The childminder and the inspector carried out a joint observation and discussed the impact this had on children's learning. n The inspector spoke to parents and took account of their views. n The inspector held discussions with the childminder about safeguarding and how she evaluates her practice. n The inspector looked at relevant documents, including her paediatric first-aid certificate, qualifications, insurance and suitability checks.

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Inspection activities

13 August 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

13 August 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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