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 Good

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The provision is good

The childminder gathers information from parents about children's routines. This helps new children settle into the childminder's home quickly. Children are happy and form strong attachments with the childminder, which helps them feel safe and secure. Babies are inquisitive and eager to explore the well-planned environment. Children develop their physical skills. Young children take great delight in using walkers and holding hands when they attempt to take their first steps. Children are supported to express their needs and wants. For example, babies point and make sounds in response to things they see and hear. The childminder supports children's communication and language skills as she narrates what babies are trying to express. The childminder has high expectations for all children. They are making good progress in their learning and development. Babies show great enjoyment as they explore different textures, such as dried rice and oats, using

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The provision is good

sieves, pots and utensils. Children develop their small-muscle and early mathematical skills as they use spoons and pour. Children behave well and respond to gentle reminders about how to keep safe. The childminder gathers feedback from parents, although information is not used as well as it could be to help drive improvements forward.

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need to do better?

n The childminder builds on what children already know and can do. She uses her observations and assessments to plan what children need to learn next. The childminder works closely with parents and discusses children's development to help them make progress at home as well as in the setting. This prepares all children well for the next stage of their learning. n The childminder receives regular updates and information which provide opportunities to develop her skills. However, she does not focus her continued professional development on what will help to further improve her good teaching to the highest level. n The childminder supports babies to progress well. Children use their imagination as they make links with their own experiences and recreate activities and events in their play. They show this when the childminder asks babies if they are going to put the 'croissants' in the oven to have them hot or cold. Babies respond with

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need to do better?

gestures and sounds as they develop their early communication skills. Young children learn about their own personal care needs as they care for baby dolls, for instance, when they feed them. The childminder skilfully teaches children in age-appropriate ways about their bodies. She names body parts and teaches children how to respect one another. n Children are attentive during activities as the childminder engages with them. She supports children's early mathematical development skilfully. For example, the childminder encourages children to sing along and count the candles on the

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need to do better?

14 October 2019 birthday cake. Babies have early experiences of technology. They are encouraged to learn how to make things work, which gives them the opportunity to listen to a variety of sounds. Young children show great delight in their achievements as they receive lots of positive praise. The childminder takes the opportunity to name the animals children can hear. This helps to extend their vocabulary. n Parents speak highly of the childminder and the care she provides. The childminder reflects on her provision and works closely with other childminders. However, she does not identify and address accurately enough her weaknesses, which would enable her to improve her practice. n The childminder is highly motivated to ensure that children receive a broad range of challenging experiences to build on their physical and emotional well- being. Children access lots of physical active play outside and have trips to parks

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need to do better?

and toddler groups. The childminder works with parents, who provide nutritious packed lunches for their children. Consequently, children develop a good understanding of how to keep healthy. They follow good hygiene routines throughout the day. Children develop their confidence. They learn about other cultures and communities from a young age. For instance, they regularly attend French and Spanish lessons where they learn songs and rhymes.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows how to recognise when children may be at risk of being exposed to extreme behaviours and views. She understands child protection procedures and has completed safeguarding training to reinforce her knowledge and understanding of the potential signs and symptoms of abuse. The childminder completes risk assessments and ensures her home is safe before children arrive. Additionally, she closely supervises children as they play inside and on outings. This helps the childminder to keep children safe and secure.

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should:

n extend the programme of professional development to make the best use of opportunities to further enhance the quality of teaching and learning n evaluate practice, to address identified weaknesses and focus future development more sharply.

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Setting details

Unique reference number EY349840 Local authority Bexley Inspection number 10073878 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 1 Total number of places 6 Number of children on roll 1 Date of previous inspection 3 May 2016

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Information about this early years setting

The childminder registered in 2007 and lives in Bexleyheath, Kent. She operates all year round from 7.30am to 6pm, Monday to Thursday. The childminder provides funded early education for two-, three- and four-year-old children. She holds an early years qualification at level 3.

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Inspection activities

n The inspector observed teaching practice and conducted a joint observation of an activity with the childminder. n The childminder discussed her curriculum, children's learning and how she plans for children's progress with the inspector. n The inspector looked at documents, including children's learning records, policies and procedures, and evidence of the suitability and qualifications of the childminder. n The inspector took account of the views of parents through reading written feedback provided. n The inspector and the childminder looked around the premises together and discussed safety procedures.

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Inspection activities

14 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

14 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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