Maritime Minis

Inspection of Maritime Minis 2 Mallow Walk, London SE8 3GS

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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 eager to come in to the setting and start their day. They are warmly welcomed by staff, who greet them with high fives, cuddles and hugs. Children, even those that are new to the setting, are settled and secure. They develop close attachments with staff. Staff have developed an ambitious and broad curriculum for children. They identify children's interests and use these creatively to enhance learning opportunities. This means that children stay focused and engaged for sustained periods of time. Staff are quick to praise children and celebrate their successes during activities. This helps to build children's self-esteem.

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The provision is good

Children's behaviour is good. They understand the rules and boundaries in the setting. For example, children know that if they would like something other children are playing with, they can go and get a timer and wait for their turn. Children work collaboratively to achieve results. They make elaborate constructions out of small blocks, discussing how to make it sturdy. Children problem-solve through trial and error when it does not always go right on the first try. The support for children with special educational needs and/or disabilities (SEND) is good. Staff are quick to identify where children may benefit from additional support. They work with parents and carers and other agencies to put plans in place to support children.

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need to do better?

n Staff know children well. They talk confidently about how children have progressed from their starting points, how their planning incorporates children's interests and what they would like them to learn next. This helps all children to be well prepared for the next stage of their learning. n Staff have high expectations of children and support them to develop their independence. Even the youngest babies use the 'snuffle station' to get themselves a tissue, wipe their noses and put the tissues in the bin afterwards. Older children competently use safety knifes and chopping boards to prepare their afternoon snack of peppers, cucumbers and apples. n Children understand the routine of the day. This helps them to feel settled and secure. However, staff sometimes rely too heavily on the routine. For example, they change all children's nappies together at a particular time, which takes children away from their play experiences. Staff bring children in from the

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need to do better?

garden for circle time, without checking that the tables are ready for lunch. This means that children sit for an extended period and become frustrated and restless. n Children display high levels of confidence. Younger children are curious, such as they splash excitedly in the water tray, happy to explore alongside their peers. Older children eagerly put their hands up during circle time to share past experiences and how they are feeling. Children stand at the front of the group

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need to do better?

13 June 2025 assertively and share all about the toys they have brought from home for 'show and tell'. Children persevere when they encounter difficulties. They show pride in their accomplishments. For example, children clap their hands once they manage to push the pop-up part of the book out to reveal the hidden picture. n Staff provide excellent support for the communication and language development of all children. Younger children hear lots of repetition and labelling as they take part in activities. Staff wear lanyards with visual cues to help younger children to understand clearly what is being asked. They support children's home languages with dual language books available and speak to children in their shared language. As snack is being made, children proudly share with their peers how to say 'pepper' in Italian n Parents speak highly of the setting. They feel that staff keep them up to date well with what their children are learning and how they can support them at

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need to do better?

home. Parents describe the staff team as knowledgeable and nurturing. They talk about the invaluable advice staff provide to support their children's developmental milestones. n Managers in the setting recognise the need to be reflective when things do not go as planned. They consider the best course of action to take to ensure that measures are swiftly put in place to prevent similar instances happening. Staff at the setting feel well supported. Staff are encouraged to continue their professional development through regular training and supervision sessions.

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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 develop staff's understanding of evaluating and providing flexibility to the routines of the day to meet the individual needs of all children.

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Setting details

Unique reference number 2567296 Local authority Greenwich Inspection number 10408429 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 107 Number of children on roll 117 Name of registered person Minis Childcare Limited

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reference number

Telephone number 020 3384 3805 Date of previous inspection 6 July 2022

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Information about this early years setting

Maritime Minis registered in 2019 and is part of the Minis Childcare Limited organisation. It is located in the Royal Borough of Greenwich. The setting operates all year round, from 8am to 6pm, Monday to Friday. It provides government funded childcare for children aged from three months to four years. The setting has 33 staff, Of these, two staff hold qualifications at level 6, 17 staff hold qualifications at level 3 and two staff hold qualifications at level 2.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childcare director, manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector spoke to children, to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated manager and childcare director about the leadership and management of the setting. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. 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 carried out a joint observation of a communication and language activity with the manager.

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Inspection activities

n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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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 June 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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