Catchpole, Carolyn

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 settle well in the childminder's friendly and nurturing home. The childminder has developed positive bonds with children through warm and attentive interactions. Children have opportunities to explore their local and wider communities, including libraries, playgroups and museums. This helps broaden their understanding of diversity in modern Britain. During these outings, the childminder teaches children how to keep themselves safe. For instance, she explains the importance of walking on pavements rather than on the road.

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The provision is good

Children learn through an ambitious and well-sequenced curriculum that supports their learning and development. For example, children use their creativity and imagination to create patterns with different-coloured blocks. They demonstrate a positive attitude towards their learning and are eager to take part in activities. The childminder makes good use of praise to acknowledge children's efforts and achievements. This motivates children and helps raise their self-confidence and self-esteem.

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The provision is good

The childminder has high expectations for children's behaviour. Children have clear boundaries and listen to instructions, helping them to behave well. Children's independence is promoted well. Children make their own decisions about the resources they play with and the games they engage in. While playing hide and seek, children develop social skills, such as taking turns, cooperating and communicating with others. They are kind, respectful and make good progress in their learning.

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need to do better?

n The childminder knows the children well and creates a stimulating environment that reflects their interests. She uses her observations, and assessments of children, to identify what they need to learn next. For example, children recall the story of 'Jack and the Beanstalk' as they excitedly plant seeds in soil. The childminder talks to children to help them understand that the roots grow downwards and the shoots grow upwards. This is one way children learn about nature and expand their vocabulary. n The childminder understands the importance of promoting healthy lifestyles. Trips to local parks and walks by the river help develop children's coordination, balance and stamina. The childminder knows children's dietary requirements and provides them with nutritious snacks. However, sometimes, the childminder does not help children fully understand the impact of food on their bodies. For example, she tells children which foods are healthy and unhealthy, but does not

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need to do better?

explain their effects to help develop their understanding of the importance of maintaining a healthy lifestyle.

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need to do better?

19 March 2025 n The childminder skilfully weaves mathematical language into children's play and routines. For instance, the childminder encourages children to count the stairs as they climb upstairs to wash their hands. In addition, the childminder counts children's feet during playful interactions, helping them develop early numeracy skills in a meaningful context. n Literacy and communication skills are promoted well. The childminder uses varying intonation and asks open-ended questions to capture children's attention and maintain their engagement throughout storytelling sessions. Children have fun reading simple words such as 'mat', 'mum', and 'run'. Children become confident communicators, learn to express their thoughts clearly and develop language skills to support their future learning. n The childminder has a robust settling-in process to ensure a smooth transition for new children. She collects comprehensive information about each child,

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need to do better?

including their preferences, routines and stage of development. This information helps the childminder tailor her approach to meet the individual needs of each child. n The childminder recognises her own strengths, such as the good progress children make with the support of her clear routines and guidance. However, she does not always use her self-evaluation process effectively to identify areas for development to further benefit children's overall learning. For example, she has not considered how to make the most of her garden as a learning environment all year round. n The childminder has developed positive partnerships with parents. She has established good communication with them, providing regular updates on their children's learning and development. Parents share positive comments about the childminder. For example, they express pride in the progress their children make, particularly in the development of their language and social skills.

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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 children's understanding of the importance of maintaining a healthy lifestyle n use the self-evaluation process more effectively to identify areas for development to benefit children's overall learning.

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Setting details

Unique reference number EY458310 Local authority Southwark Inspection number 10380642 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 1 Date of previous inspection 18 June 2019

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Information about this early years setting

The childminder registered in 2013. She lives in Bermondsey, in the London Borough of Southwark. She operates all year round from 8am to 6pm, Monday to Thursday, except for family holidays and bank holidays. The childminder holds a relevant childcare qualification. She provides government-funded education.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

19 March 2025 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

19 March 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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