Childminder EY436845

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

Children feel safe and secure. They form strong attachments with the childminder and her two assistants. Babies cuddle up to the assistants when they need reassurance and older children invite them to join their games. Children have their own dedicated space in a cabin at the end of the childminder's garden. They have ample room to play and easy access to the garden. Children get regular fresh air and exercise to support their health and well-being. The childminder ensures they use the garden frequently throughout the day. Children display a sense of responsibility and independence as they help to tidy up before lunch. They spontaneously assist the childminder in putting away the dressing-up clothes. Babies learn to follow instructions as they help the childminder sort out the shoes and wellington boots and return them to their correct place. Children are well behaved. Older children form close friendships and play happily together. They

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The provision is good

organise their own chairs at lunchtime so that they can sit together. The childminder provides a balanced curriculum and plans activities every day, ensuring they encompass all areas of learning. She gathers information from parents and baseline assessments which she uses to provide effective learning experiences. She builds on what children already know so that they make rapid progress when they start at the setting.

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need to do better?

n Older children are supported to understand the needs of younger children. The childminder reminds them to kick the ball gently when playing football with the babies. Babies quickly develop their physical skills as they are motivated to run around with the older children. n Children learn how to keep themselves safe as the childminder gives them clear instructions to support their well-being. She shows them how to sit safely on the rocker in the garden and reminds them to brush sand off their hands before they touch their eyes. n Children develop a love of books and reading. Babies enjoy snuggling up to the assistants and turning the pages as they look at books together. Older children join in enthusiastically when the childminder reads their favourite books. She takes time to explain the details in the illustrations to extend their knowledge. For example, when reading a book about sea creatures they discuss the

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need to do better?

difference between snakes and eels. n Children's communication skills are well promoted. The assistants model correct language for children and introduce new vocabulary. For example, when the children say that they have put one of their toys under the dirt, an assistant replies, 'Yes, you have buried it.' n Children receive plenty of praise and encouragement from the childminder and her assistants to develop their self-esteem. Some older children confidently write

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need to do better?

21 November 2019 their names on their work, and those who are reluctant to try are gently supported and receive lots of praise when they succeed. n The childminder supports the work of her assistants effectively. For example, she prints off useful information for them and sends them a plan outlining the activities and learning intentions for the week. They meet weekly and discuss their observations of each child and plan the next steps for their learning. n Children are well engaged by the range of activities provided. The childminder is skilled at using their interests to plan relevant learning experiences. The older children are interested in dinosaurs. The childminder organises an art activity and encourages children to select and name the different shapes to create pictures of dinosaurs. Children use correct mathematical terms to describe the different shapes and sizes they need and spontaneously start to count the

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need to do better?

number of different shapes. n Parents speak highly of the childminder. They state that she is reliable, accommodating and keeps them well informed about their child's learning. n Babies' independence is not always fully supported. At lunchtime, some babies sit in their buggies to eat as there are not enough highchairs for them. This restricts their ability to fully participate and become independent.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her knowledge of safeguarding up to date by attending regular training and researching online to ensure she remains well informed. She arranges training for her assistants and shares updates and relevant information with them. The childminder and her assistants understand the signs that a child may be at risk of harm and know what action to take should they be concerned. They all hold paediatric first-aid qualifications to enable them to attend to children's accidents and illnesses should this be required.

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should:

n extend opportunities for very young children to join in with activities and develop their independence.

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Setting details

Unique reference number EY436845 Local authority Bexley Inspection number 10061540 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 0 to 11 Total number of places 18 Number of children on roll 9 Date of previous inspection 14 September 2015

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Information about this early years setting

The childminder registered in 2011. She lives in Belvedere, in the London Borough of Bexley. The childminder works with two assistants. She works between the hours of 8am and 6pm on Mondays, Wednesdays, Thursdays and Fridays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector took into account written information supplied by parents. n The inspector viewed documentation relating to the suitability of the childminder, her assistants and household members. n The inspector carried out a joint observation with the childminder. n The inspector observed interactions between the childminder, assistants and children and discussed the progress of individual children. n The inspector discussed with the childminder how she organises and supports the work of her assistants.

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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

21 November 2019 21 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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