Childminder EY284881

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 confident, very happy and secure in this setting. They form strong attachments with the childminder, who shows warmth, kindness and genuine care. The childminder sets clear expectations and consistent routines, which children follow with enthusiasm. For example, children eagerly fetch books for story time and join in with smiles. Children listen attentively to the childminder, who teaches them through interactive play how to share and take turns. When playing with cars, children cooperate closely, taking turns to race their vehicles and excitedly cheer each other on. The childminder actively supports and encourages positive behaviour. She consistently praises children for their efforts and ideas, which boosts their confidence and motivation.

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The provision is good

The childminder has a good understanding of each child in her care. She gathers detailed information from parents and carers before children settle in. This ensures that she can meet children's individual needs from the start. The childminder tailors the curriculum to reflect children's interests and next steps in learning. For example, when she identifies children's interest in cars, she plans creative activities around this theme. The childminder introduces new vocabulary, such as 'garage', 'speed' and 'mechanic'. This enriches children's language and understanding through play. Children make positive progress from their individual starting points in development.

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need to do better?

n Overall, the childminder plans a broad and balanced curriculum that reflects each child's individual stage of development. She works in partnership with external professionals to review and adapt the curriculum and provision. This helps all children to receive the best possible start to their learning. n The childminder fosters children's love of reading by sharing engaging stories and encouraging children to join in. Her expressive storytelling and well-timed questions promote discussions. The childminder takes children on regular library visits. She uses these visits to help children to explore books and build positive reading habits. n Children have opportunities to be creative and develop the small muscles in their hands through activities such as play dough, cutting and sticking. These help to improve children's concentration and coordination. n The childminder uses simple mathematical language during their play, such as

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need to do better?

'more', 'less', 'big' and 'small', to help children to understand quantity and size. She asks effective questions to encourage children's thinking and conversation. This practical approach supports children's early mathematical skills and builds their confidence. It also helps children to develop their curiosity through real-life and meaningful experiences.

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need to do better?

2 July 2025 n The childminder actively supports children's gross motor development by planning regular outdoor activities that build children's core strength, coordination and balance. She responds to children's individual needs, using observations from progress checks to tailor activities to develop their physical skills. Additionally, the childminder plans singing and movement sessions to help children to improve their coordination and listening skills in a fun and engaging way. n The childminder promotes children's understanding of healthy eating and the natural world by discussing where food comes from and how it grows. She introduces concepts, such as life cycles and planting, to help children to develop an early awareness of nature, healthy choices and where their food originates. This supports children's understanding of the world and encourages an interest in how things grow and change. n The childminder helps children to learn to manage their self-care, such as

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need to do better?

reminding them to use the toilet and follow good hygiene routines. However, she does not consistently encourage them to be more independent during times such as lunch and tidy up, which are important skills for children getting ready for school. n The childminder collects information from parents about children's abilities when they start. She uses this information to decide what children need to learn next. However, the childminder does not include planned opportunities in the curriculum to help children to develop a wider understanding of different cultures, values and beliefs. As a result, children have fewer chances to learn about diversity and the wider world around them. n The childminder keeps parents well informed about their children's learning and development. She shares strategies to support children's learning at home. This strong partnership helps to create consistency between home and setting,

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need to do better?

supporting children's progress. Parents say they are happy with the progress their children make and value the care the childminder provides.

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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 children's independence further, such as during everyday routines, so they can do more things by themselves n develop the curriculum to ensure that children have opportunities to develop an understanding of different cultures, values and beliefs.

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Setting details

Unique reference number EY284881 Local authority Southwark Inspection number 10398446 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 5 Date of previous inspection 23 October 2019

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Information about this early years setting

The childminder registered in 2004. She lives in Peckham, in the London Borough of Southwark. The childminder operates all year round, from 7am to 7pm, Monday to Friday. She holds a relevant qualification at level 3. The childminder provides government-funded childcare.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about children's learning and development and how she plans and implements the curriculum. n The childminder and inspector carried out a joint evaluation of an activity. n The childminder provided the inspector with a sample of key documentation on request. n The inspector considered written feedback from parents.

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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

2 July 2025 2 July 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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