Childminder EY548374

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 laugh and sing together as they engage in activities. They share their time and resources with their younger friends. Children form strong attachments to the childminder. She and her co-childminder explain what babies want so that older children can help them. Children learn how to behave well. They copy the positive and respectful relationship between the childminder and her co-childminder.

p.2

The provision is good

Children attend a variety of local toddler groups and music clubs. They meet other local children there and learn new songs and games. They engage in active play at the local park. The childminder observes children to find out what interests them. She puts out toys and resources at child height. Children choose from a variety of activities. They engage in their learning because they want to play with the toys on offer. The childminder expects children to join in discussions. She plays with rhyming words and songs. This stimulates children to learn new words and sounds as they have fun. Children learn to keep safe on the road as they look out for cars before crossing the street. The childminder provides healthy food for the children to eat. However, she does not talk about why these are good food choices.

p.2

need to do better?

n Children develop independence and perseverance. They try and do up the catches on their buggy seats. The childminder steps in to help just before the children become frustrated. This supports their willingness to keep trying. n Children enjoy each other's company as they sing together on the way to the park. Children help each other; for example, they push their friends on the swings. n Children develop their physical fitness as they swing, jump, climb and skip at the park. The childminder encourages children to take appropriate risks. For example, she urges them to to swing higher by kicking their legs out. n The children learn some sign language as they read a book written by deaf children. They learn about different abilities through books at the setting. The setting is used by people of many different cultures and these are celebrated and respected. n The childminder builds children's vocabulary. She repeats what they say,

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need to do better?

correcting their mispronunciations. n Children know the routine. They asked the childminder for wash cloths so they could clean their hands and faces after lunch. n Children develop physical control as they balance balls on spoons. n The childminder allowed children to choose what they wanted to eat. However, she did not talk about why the foods were good choices. n The childminder talked about the pictures in a story book. This supported children's early reading skills. She recalled the story and asked children to name

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need to do better?

5 November 2019 the pictures. The childminder acted out an activity from the book. This enhanced the children's understanding. She offered the book to the children so they could check what resources they needed for the activity. Children learned new words as they acted out a tea party. n The childminder identified the facial expressions of book characters. This helped children recognise emotions in other people as they talked about feelings. n Children demonstrated caring and thoughtful behaviour. They pretended to cook more food for the co-childminder as they' had 'eaten' all the food. Children brought 'food' to the co-childminder to include her in their play. n Children learned new mathematical words. They said whether they were up or down as they played on a see-saw. The childminder added the words 'high' and 'low'. n The childminder is a member of an organisation for childminders. This gives her access to online training. The childminder keeps her knowledge up to date as

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need to do better?

she completes face-to-face and online training. n Children stay away from the setting when they are ill. This stops the spread of infection. n Parents report that communication with the childminder is effective. They see what their children are doing throughout the day. Parents receive a written summary of their child's progress when their child is two years old. n The childminder knows that children learn through play. She plans interesting and engaging activities for the children in her care. The childminder observes what children like and offers them toys that spark their interest.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of how to keep children safe online. She does not post pictures of children on social media. The childminder knows what to do if she suspects that a child is at risk of harm. She also has a clear understanding of the processes involved in keeping children safe. The childminder knows the correct reporting procedures if an allegation is made against an adult who cares for children. The childminder uses baby gates to stop children accessing the stairs. Children understand that washing their hands keeps them safe from germs.

p.3

should:

n talk to children about the health benefits of the foods they eat.

p.3

Setting details

Unique reference number EY548374 Local authority Greenwich Inspection number 10126895 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 to 10 Total number of places 5 Number of children on roll 8 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017 and lives in the London Borough of Greenwich. She works with a co-childminder. The childminder operates from 7.30am to 6.30pm, Monday to Friday, all year round.

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Inspection activities

n The childminder took the inspector on a learning walk around the premises. n The inspector read parents' reviews of the setting and took their views into account. n Children talked to the inspector and told her what they liked about the setting. n The inspector observed children playing with each other and with the childminder. n The inspector noted how the childminder helped children learn as they played. n The inspector accompanied the childminders and the children on a visit to their local park. n The inspector observed the relationship between the childminder and her co- childminder at the setting. n The inspector sampled documents and checked that the childminder was compliant with all childcare registers. n The childminder talked to the inspector about a joint observation they had completed.

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Inspection activities

5 November 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

5 November 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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