Childminder EY258051

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 plans a stimulating and welcoming environment so that children feel comfortable and emotionally secure. Babies and children arrive happy and content and they settle quickly. Parents appreciate the feedback about their children's day. The childminder has high expectations for children's behaviour. Children follow good hygiene practice. For example, young children discuss how 'not to spread germs'. The childminder has a good understanding of how young children learn and focuses on what children need to learn next. For example, she uses several activities to develop their early mathematical skills, such as calendar blocks that children turn to see how many days until Christmas, and laminated numbers that children place in order, taking great delight in seeing which one is missing. Younger children learn to work together and take turns. For example, they extend their imaginary play by using different-coloured scarves. Babies develop

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The provision is good

their early technology skills as they press the 'sounds' linked with stories read by the childminder. Although the childminder plans a wide range of activities in the home and outside, children have few opportunities to explore diverse cultures. Additionally, the childminder has not considered areas of professional development that could improve her practice.

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need to do better?

n The childminder plans an ambitious curriculum. This includes a wide range of opportunities for children to be physically active. For example, they explore nature during trips to the forest school. The childminder plans activities to support the next steps of children's learning. However, occasionally, she misses opportunities for children to develop their understanding of diversity and different communities and cultures. n The childminder knows the children well. She plans a range of activities that motivate them to learn and explore. For example, children learn about cause and effect when they complete experiments using bicarbonate of soda, and they develop their skills by using natural resources such as conkers to roll down long cardboard tubes. Children develop their confidence and learn to be resilient. n The childminder understands her responsibilities to complete the required progress check for children aged between two and three years. She uses her

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need to do better?

observations of children's learning to address any gaps in their development. All children, including those for whom the childminder is in receipt of additional funding, make good progress in their learning. n The childminder places a strong focus on developing children's communication and language skills. Children enjoy attending group sessions at 'sensory time' and 'rhyme time'. Young children develop their self-esteem and social skills. n The childminder shares information regularly with parents and works closely with the schools that children attend. For instance, the childminder plans the 'letter of

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need to do better?

13 November 2019 the week' following the school theme, and children find objects with the same sound. This provides good continuity of care and supports children's future learning. n The childminder supports children to develop healthy lifestyles during snack and mealtimes. Babies are encouraged to develop their independence and fine motor skills as they feed themselves. The childminder supports children to dress themselves as they prepare to go outside. Children develop good self-help skills. n Children are active learners and are developing good listening, literacy and language skills. They enjoy engaging with their friends during stories and rhymes. For example, the childminder encourages young children to identify animals as she sounds out 'a, a, alligator'. Children respond to songs they hear. For instance, they join in the actions as they sing, 'Row, row, row your boat'. n The childminder works closely with children and parents. For instance, children

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need to do better?

complete an 'I can do' sheet to update their learning and development. This builds children's confidence. The childminder evaluates her practice and plans areas for development, such as the outside area. However, she has not identified further areas for her own professional development to help drive improvements forward.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder ensures her home is clean and well maintained. She carries out regular risk assessments in the home and for outings. The childminder takes appropriate action to ensure any risks to children are minimised. She knows the signs and symptoms that suggest a child may be at risk of harm or abuse. She has a good understanding of the procedures to follow should she have concerns about a child in her care. The childminder ensures her statutory training for paediatric first aid is kept up to date. Policies and procedures support her to help keep children safe.

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should:

n extend the programme of professional development to further enhance the quality of teaching and learning n develop children's understanding of their diverse community and culture to build on their understanding of the world.

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Setting details

Unique reference number EY258051 Local authority Greenwich Inspection number 10073193 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 8 Total number of places 6 Number of children on roll 5 Date of previous inspection 11 January 2016

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Information about this early years setting

The childminder registered in 2003 and lives in Eltham, in the Royal Borough of Greenwich. She operates during term time from 7.30am to 6pm, Monday to Thursday. The childminder offers overnight care. She provides funded early education for two-, three- and four-year-old children. The childminder holds a childcare qualification at level 3.

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Inspection activities

n The inspector took account of the views of parents through reading written feedback provided and meeting with them. n The childminder completed a learning walk with the inspector across all areas of her home. The childminder explained how the early years provision and the curriculum are organised. n A sample of documentation, including children's assessment records and policies and procedures, was seen by the inspector. n The inspector and the childminder looked around the premises together and discussed safety procedures and risk assessments. n A joint observation was carried out by the inspector and the childminder.

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Inspection activities

13 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

13 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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