Childminder in Bexley

Inspection date

Previous inspection date 25 April 2016 4 May 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder has a good understanding of how to promote children's learning. She makes good use of her observations to plan activities in the environment around the children's current interests and abilities.  Children behave well. The childminder is a good role model and promotes sharing, turn- taking and good manners during daily routines and play.  The childminder has a good relationship with parents and regularly shares information with them about their children's play interests. She gathers and exchanges information about children's progress and helps them extend their children's learning at home.  The childminder provides a welcoming and well-resourced environment for children. She plans experiences and a range of outings that follow the children's interests and motivate their learning well.  The childminder monitors children's development effectively and quickly identifies any gaps in their learning. She uses this knowledge to help children make good progress

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It is not yet outstanding because:

 The childminder does not consistently provide opportunities for children to explore and investigate technology and their understanding of how things work.  The childminder does always make the most of opportunities to develop children's understanding of diversity, people's similarities and differences, and other communities.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 build on opportunities for children to explore and investigate their awareness of technology  extend opportunities for children to develop an understanding of people's differences and similarities and diversity further.

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Inspection activities

 The inspector observed children participating in activities and interacting with the childminder.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector reviewed the children's assessments and a selection of policies and procedures, including safeguarding.  The inspector carried out a joint observation with the childminder.  The inspector took account of parents' views about the quality of the provision.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder promotes children's welfare very well. She is aware of who to contact if she has any concerns about a child's welfare. The childminder provides environments where children can play in safety; for example, she uses a detailed checklist to help her identify and remove potential hazards. The childminder understands the importance of working with parents and other early years settings that children attend to help ensure a consistent approach in both learning and care. She regularly evaluates her practice and provision, with the help of parents and children, to help ensure children achieve the best possible outcomes. She updates her knowledge, such as through discussions with other professionals, attending courses and information from the local authority.

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Quality of teaching, learning and assessment is good

The childminder plays alongside children as they independently explore the good variety of resources she provides. She extends their communication and language skills well. For example, she talks with toddlers about their actions and toys, and introduces mathematical ideas as she names the shapes they put into the shape sorter. The childminder works closely with other early years settings children attend, such as exchanging information with them to develop continuity in children's care and learning. The childminder makes good use of her observations to track and monitor the children's progress. She uses these well to identify any gaps in children's learning.

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Personal development, behaviour and welfare are good

The childminder develops a good relationship with the children. She understands their individual personalities well. For example, she knows when a toddler is tired and needs a sleep. Children develop an emotional attachment with the childminder. For example, they enjoy a close connection as they cuddle up together to complete a puzzle. The childminder organises toys and resources to help children make choices about what to do and develop their independence skills. Children receive good support to help them identify potential risks and play safely. For example, the youngest children are encouraged not to stand on the toys. Children's physical development is supported well; for example, they enjoy exercise and play in the fresh air on their daily visits to the park.

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Outcomes for children are good

Children benefit from the play and learning experiences they enjoy with the childminder. They develop good concentration skills, such as while playing with activities that interest them. Children develop their early reading and social skills well; for example, they mix with other children at story and singing time sessions at the local library. They gain the skills needed for their future learning and in readiness for their move on to school.

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Setting details

Unique reference number 115675 Local authority Bexley Inspection number 846086 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 6

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Telephone number

The childminder registered in 1994 and lives in Crayford, in the London Borough of Bexley. She cares for children between the hours of 7.30am and 6pm, Monday to Friday, all year round.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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