Childminder EY543786

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

The childminder works very closely with families and gets to know children well. This enables children to settle quickly in the childminder's care. Children show that they feel safe and secure in her home. The childminder has high expectations of her setting and organises activities within the community. This is illustrated when the childminder plans a trip to the farm to support children's high level of interest in animals. Children make good progress in their learning. Children lead their own play and quickly become absorbed in activities. They know the routines well and are encouraged to develop their independence skills. For example, young children confidently put on their shoes ready to walk to school. As a result, this has a positive impact on children's well-being. The childminder is a good role model and reminds children to treat each other with kindness and respect. For instance, during imaginative play, children take turns discovering the best way to make the

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The provision is good

mixer work. Children are encouraged to say 'please' and 'thank you'. Children are inquisitive and developing their skills as they explore technological resources. Children's behaviour is good. The childminder has not consistently continued to develop her professional development to help drive improvements forward.

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need to do better?

n The childminder supports children skilfully to develop healthy lifestyles during snack times. She encourages children to select and prepare the fruit themselves. For example, children take great delight in manging knives as they cut strawberries and bananas. They know how to keep themselves safe. Children develop good small-muscle skills. The childminder encourages children to try new food and discuss textures and tastes. This helps to develop their communication and language skills. n Partnerships with parents are strong. Parents speak highly of the childminder. They appreciate the wide range of cultural and religious events the childminder incorporates into the day and activities. The childminder regularly shares information about the good process their children are making. n The childminder gathers feedback from children and parents. She evaluates her setting to identify strengths and weaknesses. However, she recognises that she

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need to do better?

has not continued her training sufficiently to enhance the quality of teaching. n The childminder works in partnership with other professionals effectively. She shares information with early years settings and the school that children attend. The childminder follows the same themes as the school. For instance, children take part in making poppies and fundraising walks. Children develop a good understanding of the world. n The childminder has high expectations for all children. She has a strong focus on supporting children's social and emotional development. The childminder uses her observations and discussions with parents to support children's

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need to do better?

11 December 2019 development. In addition, she plans for the next steps in children's learning. For instance, she shares a potty-training book with parents and children. This provides continuity of care. n Children develop their physical skills in the garden and during trips to the park. The childminder regularly meets up with other childminders so that the children have opportunities to engage with their friends and take part in challenging activities. Children develop their confidence and social skills. n Children enjoy reading books with the childminder. The childminder introduces new words to help increase their vocabulary. The childminder supports young children to become good communicators. She engages children in conversations and skilfully uses questions to build on what they already know. For instance, she asks the children to count and name the fruit. Children develop their early literacy skills effectively.

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need to do better?

n The childminder provides a wide range of resources to extend children's learning. Children play with disability toys to develop their understanding of their similarities and differences. Children learn to respect and care for others. n Children develop their mathematical skills throughout the day. Young children show this when they choose between the 'red' or 'blue' plate. Older children confidently match shapes and colours on the peg shape sorter.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of child protection. She keeps her mandatory training up to date, including her knowledge of wider issues, such as radicalisation. She is aware of the signs and symptoms that may indicate that a child is at risk of harm. Additionally, she knows how to report any concerns about a child's welfare. The childminder ensures her policies and procedures are up to date. This includes relevant contact numbers that she can access when necessary. The childminder completes risk assessments on her home and on outings to ensure that children are kept safe and secure.

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should:

n extend the use of additional training opportunities to strengthen existing knowledge and teaching skills.

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Setting details

Unique reference number EY543786 Local authority Greenwich Inspection number 10090467 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 2 to 8 Total number of places 6 Number of children on roll 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She lives in the London Borough of Greenwich. She operates Monday to Friday from 7.30am to 6pm, term time only. The childminder has a relevant qualification at level 3.

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Inspection activities

n The inspector and the childminder carried out a joint observation of the quality of teaching and learning. n The inspector completed a learning walk with the childminder to understand how the setting and curriculum are organised. n The inspector reviewed relevant documentation, training certificates, policies and procedures. n The childminder and the inspector held discussions at convenient times during the inspection. n The inspector read written letters from parents to seek their views of the childminder's provision. She also held discussions with parents and children.

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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

11 December 2019 11 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

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