Childminder in Bexley

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children settle quickly and enjoy the welcoming, homely environment provided by the childminder and his co-childminder. Children have established strong attachments with both childminders and their assistants and demonstrate that they feel safe and secure in their care. For example, they sit on the sofa with the childminder and enjoy sharing stories. Children are confident talkers. They use the picture clues to talk about what is happening and predict how the story might finish. The childminder uses questions to extend children's thinking and provides praise and encouragement. This supports children to build their confidence. Young children learn to follow good hygiene practices and tend to their own personal needs, which supports their independence and future preparation for school. The childminder has high expectations for all children. He jointly plans enjoyable activities that match children's interests and what they need to learn next. Children

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The provision is good

share and take turns as they complete puzzles. They demonstrate good concentration and learn resilience. Children have plenty of opportunities to develop their physical skills while learning about the local community and the wider world. For example, children enjoy trips to the park and play games at the after-school club.

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need to do better?

n The childminder demonstrates his good knowledge of how children learn. In partnership with his co-childminder, he organises well-planned activities to increase children's skills and build on what they already know. The childminder uses assessments to monitor children's progress. However, he does not always identify gaps in learning as rapidly as possible. n Children's language and communication skills are supported extremely well. The childminder engages children in conversations and gives them time to respond. He extends children's vocabulary and introduces new words. n The childminder works well as part of the team. He is committed to making improvements and developing the service provided. He considers the views of parents and children to help support improvement. For example, changes have been made to provide hot food at the after-school club, and, responding to a suggestion made by the older children, a technology week was organised and

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need to do better?

implemented. n Strong partnerships have been developed between the childminder and parents. He gathers information when children start and regularly updates parents about their children's care routines and progress. However, he does not consistently share children's next steps or ideas to further support learning at home. n The childminder is committed to ongoing professional development. He regularly identifies further training and uses research to keep up to date with changes in the early years. The childminder has completed a level 3 childcare qualification

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need to do better?

7 October 2019 and attends courses to increase his knowledge and raise the quality of teaching to a higher level. n Children have many opportunities to be physically active. Young children use the garden to develop their balancing and throwing skills. The childminder provides children with nutritious meals and snacks and uses opportunities effectively to further develop their understanding of healthy lifestyles. For example, children grow vegetables and sort play food into healthy options. n The childminder skilfully encourages children to participate in different activities to promote skills for future learning. For example, he promotes mathematical skills as children talk about the size of different flowers, count cupcakes and identify different coloured cars. The childminder joins in role-play activities to help extend children's imagination, as they pretend to pack suitcases and go on holiday, for example. All children learn words in the different languages that

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need to do better?

their friends speak, to help their understanding of other cultures and what makes them unique. n The childminders and assistants have clear boundaries in place to support children to manage their behaviour. Young children behave well and use good manners. They learn the routines and know to take their shoes and coats off when they arrive. They carry their own bags home from nursery, which supports their independence.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of his role in keeping children safe. He has rigorous risk assessments in place for the home, after-school club and for taking children on outings. The childminders and assistants teach children about keeping themselves safe as they learn to cross the road, handle equipment, and practise fire drills in case of an emergency. The childminder has a secure knowledge of the signs that may indicate a child is at risk of harm. He is confident to follow procedures and make a referral if he has concerns regarding a child's welfare.

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should:

n ensure systems are in place to monitor children's progress rigorously and identify any gaps in learning as quickly as possible n regularly share children's next steps with their parents and support them to extend their children's learning at home.

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Setting details

Unique reference number EY555971 Local authority Bexley Inspection number 10124472 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 3 to 13 Total number of places 6 Number of children on roll 71 Date of previous inspection Not applicable

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Information about this early years setting

The childminder lives in Sidcup in Kent. He registered in 2018 and works with a co- childminder and her assistants. The childminder works on Monday to Friday from 7.15am to 6.30pm all year round, excluding weekends and bank holidays. The childminder has an appropriate level 3 childcare qualification, and 50% of his registration takes place at a separate premises for an after-school provision.

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Inspection activities

n The childminder and the inspector undertook a learning walk and discussed how the curriculum and resources are organised. n The inspector and the childminder observed and discussed the quality of teaching of a planned activity. n The inspector sampled a variety of documentation, including qualifications, public liability insurance and the suitability checks of the childminders and the assistants. n The views of parents were taken into account on the day of the inspection. n Discussions took place to establish how the childminder evaluates his practice to make ongoing improvements.

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Inspection activities

7 October 2019 We carried out this inspection 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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Inspection activities

7 October 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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