Childminder 128638

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 benefit from the caring and nurturing environment the childminder provides. She gets to know the children well and is sensitive to their needs. Children enjoy cuddles and receive reassurance when needed. This helps children to feel a sense of belonging and feel safe and secure. Children know the routine well. On arrival, the childminder encourages their independence as they take off their shoes and hang up their jackets. This encourages children to take responsibility for their belongings.

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The provision is good

The childminder provides a well-planned curriculum which builds on children's interests and their existing knowledge. She includes a range of topics and adapts activities to ensure all children learn at their individual pace and make good progress. For example, older children use their imaginations as they build with bricks to create a castle for a princess. They name colours and count. Younger children build towers with the childminder and enjoy knocking them down.

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The provision is good

The childminder role models expected behaviour. She talks to children in a calm and caring manner and gives clear explanations. Children know what is expected of them and listen well. On the walk to nursery, children hold onto the buggy and follow the rules. Children use good manners and behave well.

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need to do better?

n The childminder has a good overview of her curriculum and what she wants children to know and learn to prepare them for school. She uses information gathered from parents alongside her observations to track children's progress. The childminder identifies children's next steps in learning and ensures any gaps are addressed swiftly. This ensures all children make good progress from their starting points. n The childminder promotes children's communication and language skills extremely well. She sparks conversations, asks children questions and gives them time to think and respond. She initiates back-and-forth interactions with babies, copying sounds and introduces new words. The childminder sings with children and shares stories. This supports children to extend their vocabulary and become confident communicators. n The childminder engages well with children as they play. She encourages children to make choices and select resources independently. She provides

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need to do better?

demonstrations of taking off pen lids as younger children make marks to promote their early writing skills. The childminder provides praise and encouragement as children complete puzzles to strengthen their small-muscle control and concentration. n The childminder provides a mix of child- and adult-led activities to build on

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need to do better?

17 July 2025 children's interests and next steps. She teaches children colours and counts to extend their understanding of numbers. However, other mathematical concepts such as weight, time or measure are not included to extend children's understanding further. During focus activities, the childminder's learning intentions are not always specific enough to ensure children's learning is maximised. n Partnerships with parents are strong. Parents speak very highly of the childminder and the caring and nurturing approach for their children. The childminder communicates effectively which ensures all parents are kept updated on their children's progress. Parents comment that their children have increased their confidence, language and social skills. n The childminder teaches children about healthy lifestyles. Children have daily opportunities to practise their physical skills at the park which increases their

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need to do better?

balance and coordination. The childminder provides nutritional meals and encourages children to try new foods. Children clean their teeth and follow good hygiene routines which increases their confidence. The childminder shares stories to reinforce their understanding. n The childminder embeds a culture of diversity and inclusion. She values children's backgrounds and teaches children about similarities and differences. The childminder celebrates different religions, cultures, and promotes additional languages that children speak. Children try traditional foods and go on trips in the local community where they begin to learn about the wider world. n The childminder evaluates her practice to help her make further improvements. She seeks views from parents and has addressed her previous recommendations. The childminder keeps her knowledge up to date and shares resources and ideas with other childminders. The childminder works in

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need to do better?

partnership with other settings that children attend, to provide a consistent approach to care and learning.

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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 focus more precisely on learning intentions during planned activities to maximise learning n strengthen children's understanding of mathematics through introducing different concepts such as shape, space and measure.

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Setting details

Unique reference number 128638 Local authority Lewisham Inspection number 10398578 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 4 Date of previous inspection 31 October 2019

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Information about this early years setting

The childminder registered in 1993. She lives in the Brockley area of the London Borough of Lewisham. She offers care and education to children from 8.15am until 6pm on Monday to Thursday. The childminder works all year round, apart from family holidays.

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Inspection activities

n The childminder and inspector carried out a learning walk together to discuss the childminder's intentions for children's learning. n The childminder and inspector carried out a joint observation and discussed the impact that teaching has on children's learning. n The inspector spoke to parents, read written reports, and took account of their views. n The inspector held discussions with the childminder about safeguarding and how she evaluates her practice. n The inspector looked at relevant documents, including paediatric first-aid certificate, qualifications, insurance, and suitability checks.

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Inspection activities

17 July 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

17 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

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