Childminder in Bexley

Inspection date 19 June 2019 Previous inspection date Not applicable

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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

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This provision is good

n The childminder offers children cuddles and lots of praise. They display close relationships with the childminder. Children demonstrate that they feel safe and emotionally secure in her care. n Parents comment that the care their children receive is excellent. They feel their children have settled really well. n Children help to pack away between activities. Young children are encouraged to feed themselves. This promotes children's independence skills. n The childminder has a good understanding of child development. She uses her observations and assessments well to plan interesting activities. All children make good progress from their starting points. n The childminder teaches children how to manage risks. They show their good understanding, for example, when they discuss road safety before they leave for school. n Children are curious and explore a wide range of resources. Young children are supported to behave well and manage their feelings.

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This provision is good

n Children have daily opportunities for fresh air and exercise in outdoor areas. These experiences help to encourage children's physical well-being. n On occasions, the childminder does not share children's next steps with parents precisely enough to support them in their learning and provide continuity of care. n The childminder does not consistently review her policy documents regarding her provision to ensure the information shared with parents is always up to date.

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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 extend further the information given to parents about children's development to fully support a shared approach in promoting their good progress to an even higher level n ensure that all the policy and procedure information shared with parents about the provision is up to date and relevant.

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What the setting needs to do to improve further

n The inspector sampled documentation and discussed with the childminder how she reflects on her practice. n The inspector viewed the premises and checked the childminder's suitability and safeguarding documents. n The inspector observed the quality of teaching and learning during activities and the impact this has on children's learning. n The inspector took account of the views of parents through reading the written feedback provided. n The inspector carried out a joint observation. She spoke with children and the childminder throughout the inspection.

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Effectiveness of leadership and management is good

The childminder reflects on her practice well and gathers feedback from parents. She implements effective changes to help improve children's experiences. For instance, the childminder makes changes to activities to give children even broader opportunities. The childminder has a good understanding of how to respond to any concerns she may have regarding children's welfare. Safeguarding is effective. She knows how to keep children safe. The childminder uses training to update her knowledge and links with other practitioners to support her to develop her good quality of teaching.

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Quality of teaching, learning and assessment is good

The childminder has high expectations of children. She encourages them to develop their mathematical skills as they play. For instance, she skilfully challenges children to match the colours of the bricks to the corresponding plates. She promotes equality and diversity through a range of activities. Young children demonstrate this when they dress up in cultural costumes to celebrate festivals. This teaches children how to respect differences. They develop a good understanding of the wider diverse community. The childminder uses skilful questioning to support young children to develop good language skills. For example, she asks children what will happen if they press shapes with different cutters while using the play dough. Young children delight in sharing their knowledge when they name shapes such as 'star' and 'circle'.

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Personal development, behaviour and welfare are good

The childminder's home-from-home environment helps children to settle quickly. She ensures children's needs are met well. The childminder gathers meaningful information about children's routines at home and to establish their starting points for their learning and development. She builds on opportunities which enable children to feel secure and engage in positive social experiences. For example, they reflect on books with photographs of previous events they have participated in with their peers. The childminder promotes children's early literacy skills. Young children demonstrate this when they identify their name on their drink bottles. Children read books enthusiastically and enjoy anticipating what will happen next. The childminder encourages children to strengthen their muscles and keep healthy. For example, children copy the actions of different animals, such as jumping like frogs. Young children develop good skills which

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Personal development, behaviour and welfare are good

enable them to manage their personal needs. For instance, they wipe their hands and faces before eating their healthy fruit snacks.

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Outcomes for children are good

Children are eager to learn and sustain interest during activities. They are independent and make choices about their play. Children develop their mathematical skills well. Young children show this when they confidently count up to five as they cut cakes from play dough. Young children develop their hand-eye coordination during mark-making activities with different tools. They learn to share and take turns with resources. Children join in with rhymes and songs they have learnt well, which helps them to develop good communication and language skills. Children develop the skills they need for the next stage of learning and school.

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Setting details

Unique reference number EY540649 Local authority Bexley Inspection number 10105513 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 1 - 8 Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Bexley, Kent. She operates from 7.30am to 6pm Monday to Friday. The childminder has a childcare qualification at level 2.

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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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