Childminder in Bexley

Inspection date

Previous inspection date 24 February 2017 24 November 2014

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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 establishes trusting relationships with children which helps them develop good levels of self-esteem. Children settle quickly and happily into play.  Children learn a good range of valuable skills that helps to prepare them well for school. For example, they confidently count in their play showing their understanding of mathematical ideas.  The childminder establishes positive partnerships with other early years professionals. For instance, she shares children's achievements with them on a regular basis. This helps provide a good continuity in their shared care and learning.  Children are polite and kind towards each other. For instance, they consider each other's fears and feelings, as they offer to protect each other from 'spiders'.  Children make good progress. The childminder accurately tracks and monitors children's progress. This ensures that she promptly identifies any gaps in their development and

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This provision is good

provides individual support to help children catch up.

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It is not yet outstanding because:

 The childminder misses some opportunities to develop children's understanding of people's similarities and differences in the wider world even further.  The childminder does not make the most of all opportunities to support and extend children's early reading skills.

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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

 improve children's opportunities to develop their understanding of people's similarities and differences in the wider world further  extend the range of ways to help children extend their early reading skills.

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Inspection activities

 The inspector viewed the areas of the childminder's home that children use.  The inspector observed the childminder interacting with the children.  The inspector sampled written documentation, such as children's progress reports, and policies and procedures.  The inspector spoke to children and the childminder at convenient times.  The inspector held discussions with the childminder in relation to observations of the children's play and learning.

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Effectiveness of the leadership and management is good

The childminder effectively evaluates and reviews her practice. For example, she reflects on the days' activities and thinks about how well they engaged children. She then uses the feedback to simplify or extend for next time. This helps her to ensure that she keeps children engaged and motivated to learn. The childminder continues to build on her knowledge and skills. For instance, she asks other childminders to observe her practice, offer advice and share ideas. This helps the childminder to continue to make positive changes to her practice. The childminder establishes positive partnerships with parents and communicates well with them. For instance, she shares activity ideas and sends daily photographs to them. This helps to keep parents fully informed and involved in their children's learning. The childminder has a secure knowledge and understanding of safeguarding procedures to follow to help protect children's welfare and support them to

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Quality of teaching, learning and assessment is good

The childminder skilfully helps prepare children for the move to school well. For example, she encourages children to learn to put on their shoes and coats independently. The childminder builds on children's spontaneous play well. For example, when children become excited in a story about pigs, she encourages them to make pig masks and retell the story using puppets. The childminder helps children to learn about the world around them. For example, she encourages children to categorise toy animals and discuss whether they live on land or in the sea.

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Personal development, behaviour and welfare are good

The childminder is a positive role model and children behave well. For example, they are consistently praised for positive behaviour, follow rules and know what is expected of them. Children have good opportunities to develop a positive understanding of healthy lifestyles. For example, they enjoy preparing their healthy snacks and playing games that help them identity and differentiate between healthy and unhealthy foods. Children have a wide variety of opportunities to challenge their physical skills. For instance, they use a range of materials to create their own obstacle course.

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Outcomes for children are good

All children make good progress in their learning in relation to their individual starting points. They develop skills which help to support their future learning well. For instance, they choose their own play and confidently engage in their own learning. Children develop a good understanding of early writing. For example, they give meaning to the marks they draw and paint.

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Setting details

Unique reference number 115571 Local authority Bexley Inspection number 1070155 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 24 November 2014

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Telephone number

The childminder registered in 2000. She lives in Sidcup, Kent. The childminder cares for children on Monday to Friday from 7.30am to 5.30pm, all year round. The childminder holds a relevant early years qualification at level 3.

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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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