Hewlett, Faye

Inspection date

Previous inspection date 5 June 2018 Not applicable

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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 is very proactive and ensures she offers families in her community the best childcare options possible. For example, she is well informed about funding available for children and supports families to use these offers.  The childminder provides a well-organised, safe and welcoming home environment for children. Children can choose from a wide range of resources. Children are happy, confident and independent, attributes needed for their next move in education.  The childminder understands the importance of getting to know the children and families from the start. This helps her make the settling-in process a success and builds effective relationships with children and their parents from the beginning.  The childminder regularly monitors the progress children make and shares this with the parents. She works well together with other settings children attend and uses all the information gathered to help identify children's next steps in learning.

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This provision is good

 Parents comment favourably on the progress their children make and the support they receive.

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It is not yet outstanding because:

 Occasionally, the childminder's teaching during planned activities does not fully promote all children's engagement. Younger children do not consistently understand the intention of the activity.  The childminder does not make the best of opportunities to help children learn about each other's similarities and differences.

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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

 evaluate teaching skills continuously to ensure all children are successfully challenged during planned activities  promote children's growing understanding of the similarities and differences between each other and their families even further.

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Inspection activities

 The inspector observed children engaged in a variety of learning experiences indoors and outdoors.  The inspector discussed and evaluated the practice observed with the childminder.  The inspector looked at a range of documentation, including children's records, policies and procedures.  The inspector spoke to the childminder at appropriate times during the inspection.  The inspector took into account the views of parents through written feedback.

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Effectiveness of the leadership and management is good

The childminder is very passionate about her role. She has high expectations of herself to ensure children are safe and have fun while learning. She effectively evaluates her provision and takes the views of other professionals and parents into account as well as looking at the progress children make. The childminder keeps herself up to date in various ways. She has been on training to help her become more confident to engage with the fathers of the children who attend her setting. Safeguarding is effective. The childminder implements a good range of policies which helps her underpin the effective practice needed to ensure children are safe. She knows the correct procedures to follow if a child should have an accident.

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Quality of teaching, learning and assessment is good

The childminder offers children a variety of interesting activities. Overall, she plans these effectively and uses what she knows about the children to look at their interests and abilities. For example, children enjoy music and rhymes and are encouraged to make their own musical instruments. They put pasta and rice in bottles, using their hand-eye coordination and fine motor skills to do so. This helps them develop their physical skills further. Children become engrossed in activities based on their individual interests. For example, older children complete puzzles, manipulating the pieces skilfully into the correct positions and younger ones take the baby dolls for a stroll. Children learn about mathematics during snack time when sharing out the fruit.

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Personal development, behaviour and welfare are good

Children are well behaved and demonstrate good social skills. They communicate well with each other during activities, sharing resources and helping one another. The childminder is a good role model and ensures children learn why it is important to follow rules. For example, during outings she makes sure children learn about road safety and helps them to become aware of risks. Children enjoy healthy and nutritious meals and snacks and have access to outdoor learning daily. This helps them to keep fit and supports their good health and physical development.

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Outcomes for children are good

Children make good progress in their development and learning. They develop good communication skills, they hold meaningful conversations during play and discuss their ideas. Younger children are supported to build up their vocabulary and they are introduced to new words and their meanings. Children develop a passion for literacy. They eagerly choose books for story time and talk about the pictures they see and link them to the story. They are actively curious and ready for their next stage in learning. Children are independent in their self-care, make choices and confidently express themselves.

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Setting details

Unique reference number EY497758 Local authority Bexley Inspection number 1041688 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 6 Number of children on roll 10

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2016. She works each weekday, 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

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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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