Childminder

Childminder

Unique reference number (URN): 2737128 Registered with Ofsted: 13/07/2023 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children make good progress from their starting points. They show good physical skills while confidently using wheeled toys. Children actively join in songs, making good attempts at repeating words. This promotes their communication and language skills well. They keenly play instruments in time with the songs and join in the actions, developing their creative skills.

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Achievement Expected standard

Children learn early mathematical skills, such as about 'big' and 'small' fish that they then catch with the magnetic fishing rods. Children learn to persist at tasks. They develop their personal, social and emotional skills well. They participate fully in daily routines and attend outings to children's groups at a local library so they can socialise with other children.

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Achievement Expected standard

Children are steadily developing their independent learning skills as they make choices of toys that they want to play with. This helps them to develop a positive attitude to learning and prepare them for the next stage in their learning.

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Curriculum and teaching Expected standard

The childminder offers a balanced curriculum that meets children's individual learning needs. She is mindful of children's interests and uses these to guide their play. For example, she uses a ball pool and baskets to encourage toddlers who enjoy throwing to use these skills in positive ways. As a result, children keenly participate using the balls. The childminder extends children's learning by asking them to find the different-coloured balls and supports their early mathematical skills as they count them.

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Curriculum and teaching Expected standard

The childminder ensures that children have opportunities to go on local outings so that they learn about people and the natural world. She makes effective use of books in the local library with children and participates in sessions to celebrate different festivals. This helps children to learn about similarities and differences in communities beyond their own. Children learn about nature and living things while on regular trips to parks for outside play.

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Curriculum and teaching Expected standard

The childminder uses her knowledge of what children know and can do, and what they need to learn next, to plan relevant activities to support their learning and development. The childminder shows high regard to promoting children's communication and language skills. She sings lots of songs with children and constantly engages them in conversations during play. As a result, children keenly participate and are developing their language skills well.

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Inclusion Expected standard

The childminder promotes an inclusive learning environment well. She has completed relevant training and informs parents and carers about assessment processes and support services that are available if needed. This ensures that she is equipped with a secure knowledge about accurately recognising and assessing the needs of children with special educational needs and/or disabilities should they attend her provision in the future.

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Needs attention

The childminder monitors children's progress well. She understands the importance of early identification of any gaps in children's learning so that appropriate support can be gained to reduce any barriers to children's learning.

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Leadership and governance Expected standard

The childminder has made a good start to her childminding career. She ensures that all required documents are appropriately maintained so that all information about the children in her care is known and readily available if needed. The childminder works well with parents and carers and regularly shares information about their children's progress.

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Leadership and governance Expected standard

The childminder shows a commitment to driving improvement and professional development. She attends training and identifies aspects of her provision she wants to improve, such as about children's healthy eating. The childminder understands her roles and responsibilities and implements her policies and procedures well.

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Leadership and governance Expected standard

The childminder promotes a positive safeguarding culture. She has completed training in safeguarding so that she knows what to do if there are any concerns about children's welfare. The childminder monitors children's progress well so that any gaps in their learning can be supported swiftly or additional support gained if needed. The childminder works with other childminders to share information about good practice.

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Behaviour, attitudes and establishing routines Needs attention

The childminder does not offer clear guidance to children for their behaviour, especially during routine transition times and between activities. Weaknesses and inconsistencies in the childminder's practice mean that children are not supported well. For instance, when children become excitable, the childminder does not help children to focus on their learning. Children become distracted with other ongoing activities and are less settled.

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Behaviour, attitudes and establishing routines Needs attention

Children build strong bonds with the childminder, which helps them to feel safe and secure in their learning environment. They show increasing confidence as they move away from the childminder to explore toys and then return for reassurance. The childminder encourages children to share and take turns during play. Children actively make choices of which toys they want to play with and learn good daily routines, such as helping to tidy away toys after use. The childminder acts as a good role model, encouraging children to be kind and caring.

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Behaviour, attitudes and establishing routines Needs attention

The childminder works with parents to promote children's regular attendance so that they have consistent opportunities to extend their learning experiences with the childminder.

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Children's welfare and wellbeing Needs attention

The childminder does not ensure that children are provided with a balanced and nutritional diet throughout the day. Although the childminder works with parents, children's dietary needs are not currently met as the foods offered lack variety. Children do not have opportunities to try different foods and make choices about the foods they like to eat. This hinders children's health and wellbeing and fails to develop a positive attitude towards healthy eating.

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Children's welfare and wellbeing Needs attention

Children benefit from a good daily routine, with time for rest and exercise. They enjoy being active when joining in music and movement sessions with the childminder. The childminder is attuned to children's individual needs and knows when children are hungry or tired. Children enjoy cuddles with the childminder when bottle fed and snuggle in when they need to rest.

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Children's welfare and wellbeing Needs attention

The childminder encourages children to explore a range of toys and distracts them from persistent use of toys that they use for comfort. The childminder gives children lots of praise and supports them as they begin to express their feelings and emotions.

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Compulsory Childcare Register requirements

This setting has not met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has not met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

The childminder does not provide sufficient guidance and support to children when they are excited or tired. For example, the childminder does not manage transition times well enough so that children are less distracted when they need to focus, such as during story time. As a result, children are unsettled and do not engage in the activity well. Children's health and wellbeing is not promoted securely enough. Although the childminder understands children's dietary needs, the provision of foods offered throughout the day does not ensure that children's nutritional needs are fully met. This hinders children's learning about healthy eating and their wellbeing.

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What it's like to be a child at this setting

Children build strong relationships with the childminder, which helps them to feel safe and secure. They enjoy lots of cuddles and praise from the childminder for their efforts and achievements. The childminder knows the children well and plans activities that support their learning and development needs. As a result, children are interested to learn and enjoy their play and learning experiences.

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What it's like to be a child at this setting

The childminder has completed relevant training and monitors children's progress well. She understands the procedures to follow to gain support and assessment if children have any identified special educational needs and/or disabilities. The childminder works in effective partnership with parents to ensure that children's care needs are met and to discuss aspects such as toilet training. She provides a balanced curriculum that promotes all areas of learning. This ensures that children are ready when it is time for them to move on in their education.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday : 07:00 - 20:00

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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About this inspection

The inspectors spoke with the childminder during the inspection about the setting, the curriculum and children's progress. The suitability of the premises was observed.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. Local authority: Lewisham

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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