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 Not applicable

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The provision is good

Children feel at home at the setting and are keen to include visitors in their favourite games. They trust adults and enjoy snuggling up for a story. The setting feels very warm and welcoming. Children are confident to say what they like and what they want to do. They know that the childminder takes their likes and dislikes into account. Children concentrate on activities and persevere with tasks. The childminder has high expectations for the children in her care. She provides resources and activities that she knows will interest them. Children learn to help each other as their kind actions result in praise. They know that younger children watch them and are proud to be good role models. Children sing new songs that they learn at the many local playgroups they visit. They delight in singing together as they play. Children offer resources to each other, saying, 'Sharing is caring.' They are aware of their friends' feelings. Children smile at each other and offer

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The provision is good

toys to their peers if they think they are sad. Children learn to take part in a democratic society. The childminder gives them choices and the time to decide on options. Children enjoy many experiences that develop their mathematical skills. However, the childminder does not always check that children count objects only once.

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need to do better?

n The childminder provides healthy and nutritious food options. She promotes healthy eating as she talks about the benefits of vegetables and fruits. The childminder keeps children safe as they are eating. She provides food that is easy to eat but provides texture to develop jaw muscles. The childminder reminds children to chew their food well. n Children persevere with putting on their own socks. The childminder praises them for not giving up. n The childminder introduces new words to increase children's vocabulary. She talks about what the children are doing as they do it. Children practise the new words as they play. Babies communicate with the childminder non verbally as well as through speech. The childminder understands children well and always answers them in full sentences. This helps children develop their understanding of grammar and extends their vocabulary. n Children point out writing in the environment. They are aware that words have

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need to do better?

meaning and always mean the same thing. This demonstrates their grasp of early reading skills. n Babies enhance their coordination skills as they toss pieces of play dough into a bag. Children increase physical control as they pinch and manipulate glitter into bags. They twist ties around small bags, developing the finger strength they need to write. Children practise coordination as they measure and pour materials between containers.

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need to do better?

5 December 2019 n The childminder accesses training through her own council and those nearby, as well as online courses, to keep her skills up to date. The childminder gathers new ideas and discusses practice with her network of local providers. n Children identify shapes in the environment, enhancing their mathematical knowledge and vocabulary.They learn the mathematical language of capacity and time as they fill bags with dry goods. The childminder does not pay enough attention when children count groups of objects. This means that children sometimes count an object twice. n The childminder understands how to organise activities that entice children to take part. She includes experiences that the children are unlikely to have outside the setting. This adds to children's enjoyment and knowledge of their world. Children are engaged and immersed in their activities. The childminder adds resources to keep the children interested in their play.

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need to do better?

n The childminder asks parents about their children's interests. Parents report that the childminder works with them. She helps with toilet training and fussy eating, for example. The childminder shares children's developmental progress with parents. They know what their children are learning. n The childminder has a clear idea of what children need to learn before they start primary school. She is proud that the children at her setting enter school able to attend to adults and to play cooperatively with other children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows what to do if she suspects that a child is being harmed. She understands the importance of reporting any allegations made against her. She has a good understanding of the dangers faced by families in modern Britain. She keeps accurate records of attendance. The childminder knows to seek advice and support in cases of unexplained absences. The setting is safe and risk assessed throughout the day. Fire safety measures are in place. The childminder reviews and reflects on accidents to make sure they are not repeated.

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should:

n encourage children's mathematical skills further by supporting children to count groups of objects correctly.

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Setting details

Unique reference number EY541974 Local authority Bromley Inspection number 10105517 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 3 Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She lives in Biggin Hill and offers care from Monday to Friday throughout the year. She holds a level 3 qualification as a teaching assistant.

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Inspection activities

n The childminder took the inspector on a learning walk around the setting. n Children shared books and toys with the inspector and talked to her about what they do with the childminder. n The inspector and the childminder undertook a joint observation together. n Parents spoke to the inspector about their family's experiences since enrolling at the setting. The inspector read reviews from parents and took their views into account. n The inspector checked documents for compliance with the Early Years and Childcare Registers. n The inspector sampled documents and read through children's records.

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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

5 December 2019 5 December 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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