Childminder in Bromley

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 uses her home, routines and resources well to encourage children to explore and learn in different ways. For example, children enjoy using the different areas to play with role-play resources, to paint or stick leaves to paper. They know that they can move around freely and choose what they would like to play with. The childminder is clear about what she wants children to learn and why. She knows the children well, has high expectations of what they can achieve and assesses their progress well over time. Children show that they feel happy and safe with the childminder. They engage in warm conversations together and children follow routines with ease. The childminder encourages their personal development well. She is a good role model who uses, and teaches children to use, good manners. Children show great confidence and independence for their ages. They learn to manage their personal needs well and like to do things by themselves.

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The provision is good

They enjoy talking about their home lives and their favourite activities. Children are confident and excited about learning new things. They develop good levels of emotional well-being ready for starting school and for their future lives.

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need to do better?

n The childminder is reflective about her practice and has met the recommendations set at her last inspection. She continually learns from other providers and keeps up to date with any changes to help improve children's learning. She has clear aims for the curriculum to enable children to explore and learn well in all areas of learning. n The childminder works well with parents and the staff at other settings that children attend. Together, they share information and provide consistency in children's care and education. The childminder supervises children well and makes sure they are safe and happy in her care. n The childminder is enthusiastic in her interactions with children. She models language well and asks children many interesting questions to help them think, respond and develop good communication and language skills. She encourages children to think about their past experiences so that they confidently recall

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need to do better?

previous events and learning. Children are confident communicators for their ages. n Overall, the childminder focuses well on helping children to develop their abilities in all areas of learning. She makes suggestions, provides commentary on what children are doing and helps them to solve problems in their play. She helps children to learn about shapes and colours, and to link sounds to the letters of the alphabet. However, she does not consistently encourage them to develop their counting skills beyond what they already know, to further encourage their mathematical abilities. n The childminder shares in the children's delight as they explore and discover

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need to do better?

15 October 2019 new things. For example, children prepared to wash paintbrushes and made predictions about what colour the clean water would become. They showed a sense of astonishment and smiled with delight as the water slowly turned red, just as they had predicted. They squealed with amusement as they unexpectedly saw a squirrel in the garden just after talking about squirrels and nature with the childminder. n The childminder teaches children well and helps them to make good progress in their learning through a variety of well-planned activities. Occasionally, she does not take all opportunities to extend their learning and emerging interests during activities that children choose for themselves, to take their learning to a higher level. n Children show that they enjoy good relationships with the childminder. The interactions between them are warm and engaging and help children to develop good emotional well-being. The childminder encourages children to develop

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need to do better?

good levels of confidence and self-esteem, to respect others and to learn the difference between right and wrong. n The childminder asks children purposeful questions to test their understanding of personal safety. For example, as children sit at the table for lunch, she asks what they need to do next. They tell her they need to, 'put on the seat belt to stop me falling off'. Children are well behaved, independent, confident and motivated to learn.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her knowledge of child protection issues up to date. She understands the signs and symptoms that may indicate a child is at risk of harm. She is vigilant and knows how to identify and help children who may be at risk. The childminder is also knowledgeable about the reporting procedures to follow in the event of a concern about a child's welfare. She uses risk assessment well in her home and on outings to keep children safe in different situations.

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should:

n strengthen opportunities to extend children's learning and emerging interests during their self-chosen activities, to help them make even better progress n use all available opportunities to help children learn about numbers and counting to further encourage their mathematical development.

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Setting details

Unique reference number EY440539 Local authority Bromley Inspection number 10061882 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 10 Total number of places 6 Number of children on roll 13 Date of previous inspection 3 November 2015

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Information about this early years setting

The childminder registered in 2012. She lives in Bromley, in Kent. The childminder holds a recognised childcare qualification at level 3. She works Monday to Friday from 7.30am to 6pm, throughout most of the year.

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Inspection activities

n The childminder and the inspector viewed and discussed the areas of the home that are used for children's care and learning. n The inspector observed the childminder's interactions with children as they played and also joined in with some of the activities. n The inspector spoke to the children to discuss their interests and the activities they engaged in during the inspection. n The inspector sampled records and documents, including policies and procedures, children's records and parents' feedback questionnaires. n The childminder and the inspector spoke at convenient times during the inspection and jointly evaluated an activity together.

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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

15 October 2019 15 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

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