Childminder EY397466

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The childminder provides warmth, reassurance and encouragement to children in her care from the start. Children who find it difficult to separate from their parents respond well to the comfort that she provides and quickly begin to engage in activities. Children who speak English as an additional language receive good support. They have frequent opportunities to develop and value their home language. They make choices about what to do, interact well with others and build their vocabulary. Children benefit from improvements to the outdoor learning environment. As a result of changes made by the childminder, they have increased opportunities to access and explore resources, practise early writing and develop their physical skills. Children demonstrate their independence, for example when they put on waterproof boots and jackets before going outdoors. The childminder supports children to develop healthy lifestyles, such as when encouraging them to

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The provision is good

try a wider range of food. Children get fresh air and exercise and meet others during regular local outings and visits. Although children learn about some other cultures and communities, they have fewer opportunities to use resources or participate in activities that reflect their own backgrounds.

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need to do better?

n The childminder supports children's emotional well-being well. She tailors settling-in routines to meet the individual needs of children and offers effective support to parents. The childminder is an effective key person. She quickly identifies how best to reassure children, and they respond well to her encouragement and caring approach. n Children who speak English as an additional language receive good support from the childminder and quickly acquire English speaking skills. The childminder seeks key words from parents and provides opportunities for children to see, hear and use their home language. Parents receive good support to engage with children's learning at home. n The childminder uses her observations of children's learning to accurately assess what they need to learn next. She plans activities that build on what children know and can do. The childminder demonstrates that she has good knowledge

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need to do better?

of local referral procedures. This helps her to promptly address any persistent gaps in children's learning, with the involvement of parents. n The childminder supports children to develop good social skills. She models positive behaviour through her consistently positive interactions. Older children wait patiently as their younger friends are welcomed and settled in for the day. Toddlers happily play alongside their older friends and learn how to share resources. Children show that they behave well. They understand what is expected of them and respond well to instructions. n Children have fun as they use their imaginations and practise their speaking

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need to do better?

27 September 2019 skills. The childminder speaks with children about what they are doing and introduces new words, such as when naming vehicles that they play with. This contributes to the progress all children make with their communication and language, including those who speak English as an additional language. n The childminder helps children to develop the skills needed to prepare them for early writing in a range of ways. For example, children strengthen their small hand muscles as they mix foam with paint. This prepares children well for their moves to school. n The childminder considers the views of parents and children when making improvements. She demonstrates a commitment to her professional development. Overall, the childminder evaluates her service effectively. However, she has not reviewed how to better reflect the ethnicity of children in her care when making changes to the learning environment or when

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need to do better?

implementing activities. n Parents share information with the childminder about their children's achievements and experiences when away from her home. However, the childminder's partnerships with staff at the schools that children attend are less well developed. Important information about children is not routinely shared. This does not fully support continuity of children's learning or welfare.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes regular training to update her safeguarding knowledge. She demonstrates a secure understanding of how to respond to concerns about a child's welfare and is alert to the potential risks posed to children. The childminder is confident to access early support for children and families and knows what action to take if an allegation is made against herself or a member of her household. The childminder helps children to understand what to do in an emergency. She regularly assesses risks in her home and when on outings. The childminder implements procedures for dealing with accidents and medication effectively.

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should:

n strengthen opportunities for children to see their ethnicity reflected in the learning environment, activities and resources used n enhance communication with the schools that children attend so that important information about children is shared and promotes better continuity of their learning and welfare.

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Setting details

Unique reference number EY397466 Local authority Greenwich Inspection number 10074303 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 to 9 Total number of places 6 Number of children on roll 7 Date of previous inspection 7 April 2016

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Information about this early years setting

The childminder registered in 2009. She lives in Woolwich in the Royal Borough of Greenwich. She works weekdays from 8.45am to 6pm, all year round. The childminder receives funding for free early education for children aged two, three and four years of age. She holds a qualification at level 3.

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Inspection activities

n The inspector looked at the premises, inside and outdoors, with the childminder and discussed how her home supports children's learning. n The inspector observed the activities and the quality of interactions between the childminder and children, and assessed the impact of these on children's learning. n The inspector reviewed documentation, including children's records, evidence of the suitability of household members and evidence of the childminder's professional development.

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Inspection activities

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

27 September 2019 27 September 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

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