Childminder 115723

Inspection date 13 June 2019 Previous inspection date 12 April 2016

p.1

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

p.1

This provision is good

n The childminder is very attentive and responsive to children's individual needs. Babies receive lots of cuddles and praise. This helps to promote children's emotional well- being. n The childminder is a good role model and follows appropriate hygiene arrangements. Young children develop good self-help skills. They independently wash their hands after using the bathroom. n The childminder uses effective observation and assessment methods to track children's development. She works with parents to close any gaps in children's learning. Children make good progress from their starting points. n The childminder supports children to understand how to keep themselves safe. For example, older children regularly discuss safety procedures learned at school and take part in safety drills at the childminder's home. This provides continuity of care. n The childminder provides a broad range of interesting experiences for all children. For

p.1

This provision is good

instance, they have trips to the beach and cinema. n Children develop good language and communication skills. The childminder speaks clearly and encourages young children to share their ideas. Parents comment on how quickly their children settle and develop new skills. n The childminder completes thorough risk assessments both inside and outdoors and ensures the safety of the babies and children is her highest priority. n The childminder does not focus her self-evaluation as sharply as she could, to include feedback from parents and children, to raise the quality of teaching even further.

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 enhance the system for evaluating practice and explore further opportunities to gather suggestions from children and parents.

p.2

What the setting needs to do to improve further

n The inspector considered the written views of children and parents. n The inspector observed and discussed the quality of teaching during activities, and assessed the impact this has on children's learning. n The inspector looked at relevant documentation, such as policies and procedures, checked evidence of the childminder's suitability and checked evidence of the suitability of all adults who live on the premises. n The inspector spoke with the childminder and children at appropriate times during the inspection. n The inspector carried out a joint observation with the childminder.

p.2

Effectiveness of leadership and management is good

The childminder is very experienced and has high expectations for all children. She has a good understanding of the early years foundation stage. This means that children thrive and are motivated to learn. Safeguarding is effective. The childminder knows how to safeguard and protect children within her care. She demonstrates a clear understanding of the wider issues surrounding child protection. The childminder keeps her knowledge and skills up to date. For example, she ensures her mandatory training is current and receives regular updates from the local authority. She has established effective links with other professionals. This is evident when she works with others to plan regular activity sessions at a local hall. She organises activities and events to encourage children to learn about different cultures and the wider community. The childminder regularly shares updates and good practice with parents and other childminders.

p.3

Quality of teaching, learning and assessment is good

The childminder provides suitably challenging activities which promote children's early literacy skills successfully. Children are passionate about reading and sharing books. They sustain interest for long periods of time as they listen to familiar stories. They are skilled at repeating text they have learned from the childminder. For instance, young children are able to name the different parts of the crocodile and what happens next when the childminder pauses during the story. The childminder promotes children's mathematical development well. She provides a range of opportunities for children to improve their awareness of numbers and colours. Children show this when they confidently name colours and shapes as they play with construction toys. They count their fingers as they are supported to draw around their hands.

p.3

Personal development, behaviour and welfare are good

The childminder gathers useful information when children start. This supports young children well to settle quickly and feel secure. The childminder plans activities that encourage children to be independent. Children develop their physical skills and access outside play regularly. Babies are supported to stand, developing their leg muscles. For instance, they have fun bouncing and responding to songs and music. Babies enjoy a wide range of toys which enable them to freely investigate during tummy time. They use their senses as they play. Children develop their imagination as they plan out how they will use their very large boxes. They demonstrate how to care for their peers and behave well towards one another. Children develop a good understanding of the importance of a healthy lifestyle. They enjoy nutritious snacks and well-balanced meals.

p.3

Outcomes for children are good

All children, including those in receipt of additional funding, are well prepared for their next stage of learning, including their move to nursery and school. They develop good social skills during trips to toddler groups, nature walks and the library. Children enjoy singing alphabet songs while they use letter puzzles. Children develop good physical skills in preparation for early writing. For instance, they use magnetic boards to create patterns and shapes and describe their drawings.

p.3

Setting details

Unique reference number 115723 Local authority Bexley Inspection number 10061557 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5 Date of previous inspection 12 April 2016

p.4

Registers

The childminder registered in 1983 and lives in Sidcup, in the London Borough of Bexley. She operates her service on Monday to Friday from 7.30am to 6pm. The childminder offers funded places for two- and three-year-old children. She has an appropriate qualification at level 4.

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