Sabrina Battiste

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, safe and comfortable in the care of the attentive and compassionate childminder and her assistants. Children engage in a variety of activities linked to their interests. For example, the childminder encourages them to make their own shakers using different materials, such as rice. She demonstrates how to use tweezers and scoops to fill the bottles with rice. Children enthusiastically play with their shakers and compare them with each other's with encouragement and guidance from the childminder. Additionally, the childminder fosters independence by teaching children skills, such as handwashing and putting on their coats. Children participate in a daily circle time, where the childminder greets each child individually through song and shares the day's learning activities.

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The provision is good

The childminder uses an emotions chart to help children to identify and label their feelings. She is a positive role model, reinforcing rules and encouraging children to work together and fosters skills, such as turn-taking and sharing. Overall, children display good behaviour. The childminder has a clear understanding of each child's current abilities and next steps in learning. She has designed an ambitious curriculum that reflects children's interests and supports them to develop positive attitudes and make good progress.

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need to do better?

n The childminder evaluates children's progress and plans activities to support their development. She identifies areas where children need support and plans next steps tailored to each child's stage of development. The childminder ensures that she builds on children's skills and knowledge in a structured and sequential way, supporting their growth effectively. n The childminder supports children's physical development through activities, such as mark making with various tools to strengthen their fine motor skills. Children develop core strength, balance and coordination, such as using a versatile climbing frame, indoors and outdoors. This provides children with continuous opportunities to grow their skills and boost their confidence. n The childminder organises outings to local parks and pet shops, using books and videos to enrich children's understanding of the world. For instance, on a visit to the pet shop, she teaches children about turtles and their care and diet. This

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need to do better?

helps to foster children's curiosity and responsibility. These experiences deepen children's knowledge of animals and their environment. n The childminder supports children's understanding of healthy habits through discussions during snack time, highlighting the benefits of eating fruit. Children engage in activities, such as sorting games, which teach them about healthy foods and drinks. This helps children to understand the importance of good nutrition for their well-being.

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need to do better?

13 February 2025 n The childminder integrates children's home languages, such as French and Spanish, through a 'country of the month' initiative. She also plans activities based on children's cultural backgrounds and community festivals. This helps to foster children's respect and appreciation for diversity and helps them develop a positive sense of identity. n Partnerships with parents and carers are strong. Parents praise the childminder for her dedication to preparing children for school. Parents value the childminder's approachability, regular updates and tailored learning packs that support their child's development, making it easier for them to actively engage in their child's progress. This partnership has a positive impact on children's readiness for school and their overall development. n The childminder is attentive to children's needs, showing kindness and respect while actively listening to them. However, there are times when she does not

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need to do better?

remind children to listen to one another when sharing their thoughts and ideas. This limits the opportunity for all children to fully engage in activities at times. n The childminder collaborates with external professionals to assess and enhance her setting and make improvements. The assistants praise her supportive approach and share that this significantly helps them to enhance their practice. n The childminder engages effectively with children, using interactive books during story time to capture their attention. She promotes children's thinking skills by asking thoughtful questions and allowing time for children to respond. The childminder introduces a wide range of vocabulary in children's play. This supports children to become confident communicators.

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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 promote active listening skills so children respect, value and respond to each other's thoughts and ideas as they learn together.

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Setting details

Unique reference number EY540913 Local authority Lewisham Inspection number 10367993 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 6 Date of previous inspection 5 March 2019

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Information about this early years setting

The childminder registered in 2016. She lives in New Cross, in the London Borough of Lewisham. The childminder works with assistants. She operates all year round, from 7.30am to 6pm, Monday to Thursday, except for bank holidays. The childminder holds an appropriate early years qualification at level 3. She provides government funded childcare.

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Inspection activities

n The childminder showed the inspector around the premises. She discussed how she ensures that they are safe and suitable and how she implements the curriculum. n The inspector observed the quality of education during the inspection and assessed the impact on the children. The childminder evaluated children's learning with the inspector. n The childminder spoke to the inspector about children's learning and development. n The inspector looked at relevant documentation that the childminder shared. n The childminder and the inspector had leadership and management discussions during the inspection. n The inspector observed the interactions between the childminder, her assistants and the children. n Parents and the childminder's assistants shared their views of the setting with the inspector. n The childminder and the inspector carried out a joint evaluation of an activity.

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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

13 February 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

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