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 childminder offers children a stimulating, safe and caring environment to learn and play in. She promotes children's learning through a child-led curriculum, which takes into account children's interests and next steps in learning. The childminder plans trips in the local community, such as to the farm, local park and playgroups. She uses these outings to support children to develop their social skills, understanding of the world and physical skills well. The childminder's individualised approach to children's learning supports them to make good progress from their starting points in development.

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The provision is good

Overall, the childminder is committed to enhancing children's communication skills and introduces children to a wide array of vocabulary. She prioritises developing children's independence. For example, children learn to use the toilet. The childminder teaches children the importance of washing their hands afterwards by singing a 'handwashing song' with them.

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The provision is good

The childminder promotes healthy lifestyles. She provides nutritious homemade lunches for children and provides a selection of fruit for children's snack. Children's behaviour is exemplary as the childminder consistently shares her clear expectations with them. She offers children lots of praise. This helps to raise their self-esteem. Older children are sensitive and caring towards the younger children. For instance, during their play, they gently hold younger children's hands and include them in their play.

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need to do better?

n The childminder observes children carefully to identify their current level of development. She uses this information to plan a curriculum around what children need to learn next. The childminder sequences children's learning carefully to support children to meet their developmental milestones effectively. For instance, she provides a wide selection of sensory books for babies to access during story time, which helps to keep them engaged and excited. n The childminder is mindful of the physical skills she wants children to learn. For example, she provides low-level furniture so babies can pull themselves to standing and access different resources independently, such as a sensory wall where they enjoy using their sense of touch to explore the different textures. Children benefit from using a range of resources, such as paintbrushes, cutlery and scoops to scoop up rice from a low-level tray on the ground. Children

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need to do better?

maintain attention and concentrate well as they practise their hand-eye coordination. n Partnerships with parents are strong. The childminder provides effective settling- in arrangements. She gathers information from parents about their children's

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need to do better?

29 October 2024 development and care needs. The childminder incorporates children's routines from home. This helps children to settle very quickly. The childminder shares detailed information about children's learning with parents. Parents are very happy with the care the childminder provides. n Overall, the childminder supports children's communication and language skills well. Children hear new words, such as 'Halloween' and 'pumpkin'. The childminder ignites children's passion for reading. During story time, she encourages children to join in with key phrases. The childminder checks children's understanding by asking simple questions. However, at times, she does not consistently allow sufficient time for children to think and respond to questions and moves them on quickly. n The childminder threads early mathematics through everyday play, such as, by counting objects with children. For example, children count the number of fruits

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need to do better?

on their plates during snack time. The childminder extends these opportunities for older children, such as, by encouraging them to begin to solve number problems. n Children benefit from the consistent exemplary modelling of good manners by the childminder. She reminds children to say 'please' and 'thank you' and encourages them to share and take turns. The childminder supports children to share their feelings and teaches them strategies to manage different emotions well. This supports children to grow their personal development skills and behave well. n The childminder provides opportunities to promote children's understanding of their own backgrounds and diversity. This helps children learn to develop respect for others and value their own individuality. n The childminder is committed to developing and evaluating the effectiveness of the provision on offer. She accesses additional training to enhance her

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need to do better?

professional development and keeps up to date with mandatory training.

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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 support children's communication skills even further by consistently providing them enough time to think and respond to questions.

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Setting details

Unique reference number 107377 Local authority Southwark Inspection number 10359751 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 18 December 2018

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Information about this early years setting

The childminder registered in 2000 and lives in the London Borough of Southwark. She operates all year round, from 8am to 6pm, Monday to Friday. The childminder works with an assistant, who holds a childcare qualification at level 3. The childminder offers government funded childcare.

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Inspection activities

n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector spoke to the childminder and her assistant at appropriate times during the inspection. n Parents shared their written views with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The inspector carried out joint observations of group activities with the childminder.

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Inspection activities

29 October 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

29 October 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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