Childminder EY539066

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

Children are happy and confident, when at the childminder's home. Children behave well. They confidently access toys and resources and are learning to share and take turns with their friends. The childminder knows the children well and chooses resources and activities she knows will build on their prior learning and individual interests. For example, the childminder uses children's interest in books and animals to extend their language development. For instance, children eagerly name the fruits as they post them to feed the caterpillar. Children approach activities with positively and are proud of their achievements.

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The provision is good

Children have a love for books and rhymes. The childminder reads with enthusiasm and children sing rhymes they know as they play. Children choose books independently as well as snuggling with the childminder to listen to familiar stories. Children enjoy being outdoors and develop healthy lifestyles. The childminder uses the local community as children enjoy trips to local parks, the library and local children's centres. This helps their physical development and learning about the natural world as well as enhancing their friendship groups as they meet with other children.

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The provision is good

The childminder's curriculum is designed and implemented through themes based on childrens interests, and links to books children like and are familiar with. The childminder assesses children's skills and development on an ongoing basis. She plans activities and experiences that build on children's progress and help them achieve their next steps in learning; supporting children to be prepared for their next stage of learning.

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need to do better?

n The childminder provides a language-rich environment. She comments as they play and introduces new words, such as crunch, and cocoon, as children play with props for familiar stories. She engages children in meaningful dialogue, encouraging younger children with back-and-forth conversation. However, she does not consistently support those in the early stages of language development. For example, during song time she does not give children opportunities to make choices using props or visual cues, during these activities children lose interest and wander off. Despite this, children make good progress in their language development. n The childminder supports children to develop a love of books, they enjoy weekly trips to the local library so that children can choose and borrow books to take back to the childminder's home. At a young age, they sit and hold them correctly and turn the pages, pointing to the pictures. This supports children's early

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need to do better?

11 September 2025 n The childminder supports children to develop healthy lifestyles and make healthy choices. She talks to parents about children's packed lunches and encourages healthy eating. She has shared information about healthy lunch boxes and helps parents to understand the importance of giving their children fresh foods rather than processed. n The childminder makes sure her environment is set up to meet the needs for the children she cares for. Children independently access toys and resources. The childminder is a good role model, her interactions are positive as she joins children's play. For example, as children explore the contents of a treasure basket, the childminder supports their curiosity and exploration of the objects. n Overall, children's independence skills are well developed. They make choices in their play and help themselves to a drink of water from their water bottles. However, at times, the childminder does things for the children, such as wiping

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need to do better?

their noses and washing their hands, which they could do themselves. At these times, children do not have consistent opportunities to further develop their independence skills. n Parents speak positively about the childminder and appreciate the positive partnership the childminder promotes between them. She regularly shares children's progress and what she is focusing on with children, offering parents ideas for learning at home. This ensures that all children make secure progress. n The childminder is passionate about her role. She reflects on her practice and strives to improve her knowledge and skills to further enhance her provision. Since her last inspection, she participates in training and independent research to further support changes to the early years foundation stage. She uses online research, support from other professionals and has discussions with local childminders to help her gain new ideas to support children's 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 interest first.

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should:

n develop the use of strategies to engage children that are non-verbal or at the early stage of language development to participate fully in language activities to extend their communication and language skills further n provide children with consistent opportunities to develop independence skills even further.

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Setting details

Unique reference number EY539066 Local authority Southwark Inspection number 10389295 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 2 Date of previous inspection 11 December 2024

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Information about this early years setting

The childminder registered in 2017 and lives in Bermondsey, in the London Borough of Southwark. She offers care, Monday to Thursday from 8am to 6pm and Friday from 8am to 5pm, throughout most of the year. She holds a qualification in childcare at level 3. She receives government funding for early years children.

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Inspection activities

n The childminder spoke to the inspector about how she plans and delivers her curriculum. n The inspector observed the quality of care and education being provided and assessed the impact that this was having on children's learning. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The inspector observed interactions between the childminder and children. n Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

11 September 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

11 September 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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