Childminder in Bromley

Inspection date 24 December 2018 Previous inspection date Not applicable

p.1

This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

p.1

This provision is good

n The childminder has high expectations of all children. They have lots of opportunities to develop their early literacy and mathematical skills. Young children explore numbers, shapes and colours. They have fun using the chalkboard, pens and paints. n The childminder provides good support for children who speak English as an additional language. She teaches them English effectively. n The childminder provides a broad range of opportunities for children to learn about nature and caring for animals. For example, they visit the local pet shop and care for the family bird. n The childminder observes children during play. She uses her accurate assessments to plan the next steps for children's learning, which she shares with parents. The childminder uses this information effectively to ensure she closes any gaps in their development. Children make good progress. n Children behave extremely well. They learn how to keep themselves safe. Children are

p.1

This provision is good

secure in the environment and when they go on outings. Children begin to learn about the wider world. For example, they participate in different activities and events, such as visits to the fire station. n Children are happy and physically active. They walk to and from school and enjoy trips to the park and observatory. This helps to promote their physical development effectively. n There are strong partnerships with parents. The childminder works with them closely and keeps them well informed. For instance, she uses the 'All about me' book to gather information during the settling-in process and share updates daily. n Although the childminder evaluates her provision, she does not gather and analyse regular feedback from children and parents to support the development of her practice. n The childminder does not make the most of opportunities to extend children's learning about diversity through a wide range of activities and resources.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

n explore more opportunities to gather feedback from children and parents to support the continued development of the setting n extend opportunities in the setting for children to develop an understanding of diversity and different types of communities.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector took account of the views of parents from their written feedback to the childminder. n The inspector looked at children's records and evidence of the suitability of the childminder. She also looked at a range of other documentation, including policies and procedures. n The inspector took a tour of the premises used for childminding. n The inspector carried out a joint observation with the childminder to assess the quality of teaching and learning.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder understands the importance of keeping up to date with safeguarding information. For example, she attends refresher courses which she uses to embed her understanding of how to support families during cases of neglect. She knows what action to take if she has concerns about a child's welfare and has appropriate policies and procedures in place which she shares with parents. The childminder has effective relationships with parents and the schools children attend. She participates in activities within the school to continue to develop relationships. The childminder ensures information is consistently shared with parents and the school to support children's learning. She confidently approaches the school when any concerns arise. The childminder evaluates her provision effectively. For example, she plans her professional development to attend training for potty-training, which will support the

p.3

Effectiveness of leadership and management is good

next stage of children's learning and development.

p.3

Quality of teaching, learning and assessment is good

The childminder challenges children effectively while she supports their play and provides good support for children at different stages of development in their communication and language skills. For example, young children are encouraged to name the colours of the paints when they reach for the paint pots. The childminder follows children's interests. For instance, children enjoy animal teddies, farm animals and animal picture cards. They confidently name the different animals and the sounds they make. The childminder supports young children's communication skills well and encourages children to use real tools. For example, she teaches the names of different shapes as young children use pens and paper to draw circles.

p.3

Personal development, behaviour and welfare are good

Children are secure in a welcoming environment. They are independent and supported to manage their own personal needs and feelings. They learn how to follow good hygiene processes. For example, young children help after nappy changing to put things into the correct bin and then wash their hands. They concentrate well and become engrossed in activities. For instance, they clap their hands and give themselves praise when they build towers with the bricks. Children's understanding of life cycles and healthy eating is fostered through different activities. For example, they visit the fruit and vegetable farm and bring home what they have picked. They make soup which they prepare themselves. The childminder encourages children to explore new flavours and extends their language development when she introduces new words, such as 'aubergine'. Children are confident and well prepared for the next stage in their learning.

p.3

Outcomes for children are good

All children, including those who speak English as an additional language, make good progress. They are inquisitive as they independently investigate using magnifying glasses. Children develop skills needed for future learning, including literacy. For example, they read the letter 'A' at the beginning of stories and books. Young children confidently operate technology resources. They manage tools and drills as they explore cause-and-effect during imaginative play.

p.3

Setting details

Unique reference number EY499297 Local authority Bromley Inspection number 10086619 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 - 8 Total number of places 6 Number of children on roll 8 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2016. She lives in Bromley, London. The childminder operates from Monday to Friday, from 7am to 6pm, for most of the year.

p.4

Registers

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.

p.4

Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 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.

p.4

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Registers

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

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5