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

Children are happy and settled in the childminder's home. The childminder has established a consistent routine that supports children in all areas of their learning. The childminder takes children to various playgroups and activities in the morning which supports their socialisation in a large group environment. Children learn how to walk safely and become familiar with using public transport when they go out with the childminder.

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The provision is good

The childminder knows the children in her care well and develops a strong relationship with their families. She is attuned to things that are happening in children's home life and feeds back to parents about children's time at the setting. The childminder gives children clear guidance on the behaviour she expects and praises them for positive interactions like helping, sharing and turn taking. This supports continuity in children's care and learning.

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The provision is good

Children enjoy a balance of opportunities for self-directed play and activities led by the childminder. The childminder is skilled at observing children as they play and allowing them time to have a go at challenging activities before offering support. This gives children the space they need to achieve tasks independently. Children are making good progress in their learning and developing the skills they need for the next stage in their education including starting school.

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need to do better?

n The childminder uses her in-depth understanding of what children know and can do to develop a curriculum that meets children's needs and promotes their best interests. She has a wide range of resources in her home to support children's learning and development. The childminder uses her discussions with parents and observations of children to identify where children need additional support in their learning or wellbeing. n The childminder creates resources using boxes and craft materials. For example, the childminder has created a colour sorting game using egg boxes, paint and felt balls. The childminder says that she wants parents and children to understand that play can be simple, inexpensive and creative. This supports an ethos of sustainability, artistic expression and a can-do attitude at her setting. n The childminder is very familiar with what is available in her local area to support children's learning. She has assessed which playgroups, parks and other sessions

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need to do better?

offer the best opportunities for children and attends those frequently. For instance, the childminder talks about a group at a local library that provides exciting activities to support children's learning. She speaks with joy about a weekly music session that broadens children's understanding of sound, rhythm and dance. This supports children's access to high quality opportunities for

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need to do better?

15 January 2025 learning. n During one activity the childminder and children discuss their previous experiences as they look at photographs. The childminder asks what skills children are using in the photographs. The children say they are putting on shoes, zipping up their coats, painting and other activities. The childminder emphasises that the children are doing these activities all by themselves. Throughout the day the childminder praises children's independence in completing everyday tasks like hand washing, and helping to tidy up. This supports children's growing understanding of their self and the skills they need to manage their own self-care. n Children enjoy sitting with the childminder at story time where they read books, sing songs and play musical instruments. They have fun and they laugh at the childminders animated tone and expressions. Children practice numbers when they sing nursery rhymes and count to five. During other activities during the

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need to do better?

day the childminder explores colour and shape. However, the childminder has not fully considered how daily routines can be used to further enhance the mathematics curriculum. n Children confidently communicate their needs both verbally and non-verbally. The childminder listens carefully to children and takes time to understand their requests. The childminder repeats children's words back to them and models the language they need. She adapts her communication with individual children to support their specific communication abilities. This helps children, particularly those identified as needing additional speech and language support, to communicate with confidence. n Parents provide positive feedback about the childminder and the care their children receive. They praise the childminder's patience, communication and compassion. They says the childminder's routine supports their child's social interactions, development and creativity. Parents say the childminder's healthy

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need to do better?

meals, discussions about oral hygiene and opportunities for outdoor play helps them to ensure their children's physical wellbeing.

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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 enhance opportunities to introduce more mathematical language into daily routines to help children develop their numeracy and counting skills.

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Setting details

Unique reference number EY549344 Local authority Southwark Inspection number 10381249 Type of provision Childminder

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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 3 Date of previous inspection 8 November 2019

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Information about this early years setting

The provider registered in August 2017 and lives in the London Borough of Southwark. The childminder operates her service from 7.30am to 6.30pm, Monday to Friday. She holds a relevant childcare qualification at level 3.

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Inspection activities

n The childminder and inspector completed a learning walk together and discussed the early years curriculum. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request.

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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

15 January 2025 15 January 2025 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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