Childminder in Bexley

Inspection date 10 July 2019 Previous inspection date 4 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 All children benefit from a welcoming, stimulating and very well-organised environment which the childminder consistently provides. Children are emotionally well prepared for the next stages in their learning and their eventual move to school. n The childminder successfully reflects on her practice to help her identify strengths and where improvements could be made. She consistently rotates the many exciting activities and experiences to motivate children to learn and have fun. n Children benefit from ample fresh air and physical exercise. This further supports children who prefer to learn and play outdoors. n Young children recognise the childminder's sense of fun. They giggle and laugh as they spray her with water. They have formed a positive relationship with her and are emotionally secure. n The childminder assesses and monitors children's good progress extremely well. She meets with parents regularly to discuss their children's achievements over time and

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This provision is good

what they need to learn next. The childminder effectively engages with parents to support children's learning. n On occasion, the childminder does not promote children's good hygiene practices, in particular during daily routines. n Occasionally, the childminder misses opportunities during well-planned activities to further promote children's early mathematical development, particularly counting and numbers.

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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 promote children's good hygiene practices, particularly during daily routines n make the most of the well-planned activities to extend children's learning further, particularly in mathematics.

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What the setting needs to do to improve further

n The inspector had a tour of parts of the premises used for childminding. n The inspector observed and discussed the quality of teaching and assessed the impact this has on children's learning and development. n The inspector viewed written feedback from parents and children and took account of their views. n The inspector viewed evidence of suitability for the childminder and household members. She discussed the childminder's self-evaluation information with her and viewed a range of documentation, including the childminder's paediatric first-aid certificate and public liability insurance.

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Effectiveness of leadership and management is good

The childminder speaks confidently about how she will promote children's safety and well-being. She has clear procedures in place to report her concerns. The childminder has accessed training to keep her safeguarding and child protection knowledge up to date. Safeguarding is effective. Effective self-evaluation seeks the views and comments of parents and children. Children and parents speak highly of the childminder. For example, parents comment, 'Children have learnt to socialise, talk, play and achieve.' As a result of her self-evaluation, the childminder has accessed training to improve her knowledge and continuously improve her practice.

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Quality of teaching, learning and assessment is good

Overall, teaching is of high quality. The childminder knows children well and provides activities based on their interests as well as their learning needs. For example, young children enjoy practising early mark making as they make random marks with water and paintbrushes. Older children firmly hold chunky chalk and begin to form recognisable letters. The childminder uses a good range of questioning alongside younger children's play to further promote their emerging communication and language skills. She enthusiastically encourages children to look at favourite books, point to animals and sound out the noises animals make. Children begin to learn basic concepts, such as 'full' and 'empty', as they fill and empty containers with water and soil.

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Personal development, behaviour and welfare are good

All children have a very strong sense of belonging. For example, children's art work, such as self-portraits, is displayed. Children's names are displayed in different ways. For example, the childminder has created names from coloured tape displayed on a wall outdoors. Overall, children's good health is promoted well. All children are physically active and enjoy lots of fresh fruit and home-cooked healthy meals provided by the childminder. Children regularly mix with other children at local stay-and-play sessions and enjoy frequent trips to many parks, which further promotes their social skills and a positive sense of identity within their local community.

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Outcomes for children are good

Children are keen and motivated learners, and they make good progress from when they first start. They are confident and independent and make choices in their play. Young children sit and concentrate fully on tasks for a sustained period of time. Older children learn self-help skills, such as independently putting on their shoes before they visit a local school. Younger children learn to confidently communicate in a variety of ways. For example, they gesture and use single words. Children are happy and content in the childminder's care, and they behave very well.

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Setting details

Unique reference number EY429362 Local authority Bexley Inspection number 10106554 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 - 9 Total number of places 6 Number of children on roll 9 Date of previous inspection 4 November 2015

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Registers

The childminder registered in 2011. She provides care from Sidcup, in the Borough of Bexley. The childminder offers care Monday to Friday, from 7.30am until 6pm, for most of the year.

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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

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 .

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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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