Childminder in Bexley

Inspection date 24 January 2019 Previous inspection date 10 November 2015

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This inspection: Good 2

Previous inspection: Good 2 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

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This provision is good

n Effective partnerships with parents enable the childminder to meet children's individual needs well. Parents are complimentary about how their children have settled and comment on the useful levels of communication between the pre-school and childminder. n Children behave well. They learn skills which help them to manage risks and keep themselves safe. Children spend lots of time engaged in outdoor play, which helps them be healthy and supports their physical development. For example, they attend soft play and toddler groups and go to the fields where they play with ropes, balls, hoops and scooters. n Children develop strong bonds with the childminder. She is caring and attentive to children's needs. Young children enjoy having cuddles and are comforted when they need to be. n The childminder works well with other professionals. She supports children's learning as she shares and receives information from teachers. Feedback contributes to her

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This provision is good

assessments of children's learning. For instance, teachers share themes and topics with the childminder to work collaboratively on children's learning. n The childminder works closely with parents and shares their children's progress with them. This helps them to support their children's learning and development at home. For example, parents work together with the childminder during potty training. n Although the childminder's skills and knowledge are good, she does not engage in ongoing and continued professional development opportunities to drive quality even further. n The childminder misses some opportunities to use assessments to help plan more precisely for children's learning, helping them to make the best possible progress.

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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

n focus professional development opportunities on enhancing the already good teaching practice to deliver an even higher quality of provision and excellent outcomes for children n extend the use of the information gained from observations and assessments to monitor children's progress even more closely.

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What the setting needs to do to improve further

Inspection activities n The inspector viewed written feedback from parents and took account of the views of those spoken to on the day of the inspection. n The inspector reviewed a range of documentation, including children's developmental records and the childminder's training certificates. n The inspector observed interactions between the childminder and children during play activities. n The inspector spoke with the childminder and carried out a joint observation to assess the quality of teaching and learning. n The inspector spoke with children and gathered their views during the inspection.

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Effectiveness of leadership and management is good

The childminder evaluates her practice and has gathered feedback from parents. She uses the information gained to set an action plan, which she reviews and updates. This enables her to continue to drive improvements forward. She considers various courses which she plans to complete in order to develop her practice. Safeguarding is effective. The childminder ensures her paediatric first-aid qualification is up to date. She has good safeguarding knowledge and knows how to respond to signs and concerns that indicate a child may be at risk from harm. The childminder produces relevant policies and procedures which she shares with parents. These are reviewed and updated regularly. For example, she shares policies about use of the the garden, outings and the use of the television. The childminder meets with other childminders and the local authority adviser, to share ideas and help update her knowledge. The childminder plans topics and themes

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Effectiveness of leadership and management is good

following the children's interests. Overall, she uses her regular observations and assessments to help her identify and address any gaps in children's learning successfully.

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Quality of teaching, learning and assessment is good

The childminder provides a wide range of opportunities for children to learn about people and communities beyond their own experience. They use a map of the world and enjoy a wide variety of meals to learn about different cultures and foods. Children count confidently and demonstrate age-appropriate mathematical learning during games and activities. They have fun counting in English and Spanish. Children show this when they walk to and from school. The childminder uses skilful questioning to reinforce and extend children's learning and to encourage them to solve problems for themselves. She supports them by providing a range of tools to experiment with and explore their ideas. For example, young children try to create different shapes and skilfully use scissors. Children are encouraged to extend their play as the childminder asks appropriate questions. For example, 'How many more circles do you need to make for each cake?'

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Personal development, behaviour and welfare are good

Children flourish in a welcoming environment with their peers. They learn to share toys and take turns. They delight in telling the childminder when they have been good at sharing with each other. The childminder gives lots of praise and encouragement during children's achievements. This gives children a strong sense of security and attachment. Care practices and routines are embedded. For example, young children know how to wash their hands thoroughly before snack and after toileting. They are self-reliant and get tissues to blow their nose. This helps children to become independent learners who are able to manage their own personal needs.

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Outcomes for children are good

All children make good progress from their starting points. They confidently engage in activities in the woods to develop their social, creative and mathematical skills. Children develop their communication and language skills. For example, they describe mammals they make from play dough. Young children hold chalk and make careful marks in preparation for early writing. Children acquire a range of key skills in preparation for the next stage in their development.

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Setting details

Unique reference number EY429954 Local authority Bexley Inspection number 10061536 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 8 Total number of places 6 Number of children on roll 6 Date of previous inspection 10 November 2015

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Registers

The childminder registered in 2011 and lives in Bexleyheath, in the London Borough of Bexley. She holds an appropriate childcare qualification at level 3. The childminder operates from 7.30am to 6pm, during term time only.

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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.

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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.

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Registers

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Registers

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Registers

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Registers

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

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