Childminder EY346030

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

Babies show a strong sense of security within the childminder's home due to the warm and caring relationship they have with the childminder and her family. For instance, babies confidently smile and share their toys with visiting adults. Toddlers are eager to show what they know. For example, they talked about the colours of their favourite cars. The childminder plans activities which follow children's interests and usually contribute well to their development. Children play well together. They are eager to engage in planned activities and imaginative play that they initiate themselves. Children behave well. They listen, follow instructions and are caring towards one another. Toddlers show this when they gently comfort babies with a hug. Children receive lots of positive praise for their efforts. This helps to build their self-esteem. Children persevere with tasks that are challenging. For example, during play, toddlers identified and matched the number on the key

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The provision is good

with the correct door, while babies enjoyed pressing buttons on technological toys to see the lights and hear different sounds. Children make good progress in their learning.

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need to do better?

n The childminder knows the children she cares for very well. She shows this when she supports babies who need to sleep. She works closely with parents to provide a consistent approach to children's care needs. Children are emotionally secure in the childminder's care. n The childminder uses mealtimes to encourage children to develop their communication skills. Babies babble and use gestures and actions. Toddlers confidently make choices about what they would like for breakfast. The childminder discusses how breakfast is the most important meal of the day. Children learn about being healthy and build on their fine motor skills as they feed themselves. n Toddlers are eager to invite the childminder to join in with their activities. They delight in preparing food and selling items in their pretend shop. Children happily share their thoughts and ideas with others. The childminder extends children's learning through meaningful questions. For example, she asks children

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need to do better?

how much change she will receive once she has bought items. This helps to develop children's mathematical skills. n The childminder works closely with other childminders. They meet regularly to plan a wide range of activities to build on children's understanding of the world. Children have frequent opportunities to play outdoors in the garden and in the community. They confidently take risks as they play in the woods. This helps to promote their physical well-being. n The childminder works with other settings that the children attend. She follows the same themes to help to reinforce children's learning. In addition, she

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need to do better?

17 January 2020 supports parents to continue their children's learning at home. For example, children enjoyed activities that taught them about parts of the body in their 'all about me' topic. However, the childminder does not consistently use assessments of what children know to plan precise targets to support their development. n Partnerships with parents are good. Parents comment on the progress their children make. They appreciate the wide range of craft activities and the opportunities children have to explore the environment. n The childminder is a good role model. She gives consistent messages about expected behaviour. As a result, children's behaviour is good. Children are eager to help one another. They keep play areas safe by tidying up when they have finished. n The childminder provides a stimulating environment that helps to build on children's language and early literacy skills. Children show interest in the posters

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need to do better?

and books on display. Toddlers showed this when they named the different forms of transport they could identify on posters. Babies enjoy cuddles as the childminder reads them stories. n The childminder has continued her mandatory training, such as paediatric first- aid training. However, she has not identified further professional development to improve specific aspects of her teaching.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows how to respond if she has concerns about the welfare of a child. She is aware of the signs of abuse and neglect, and of the safeguarding procedures to report her concerns. In addition, she has a knowledge of wider safeguarding issues. The childminder carefully considers ways to improve safety procedures within her home and outside. She makes sure that her home and garden are secure so that children cannot leave unsupervised. The childminder teaches children how to be aware of their environment. For instance, young children walk carefully and hold hands with older children when they leave the house.

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should:

n develop the assessment of what children know and can do to ensure that consistent and precise targets are identified to support their development n explore further professional development opportunities that focus more precisely on raising the quality of teaching and children's learning.

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Setting details

Unique reference number EY346030 Local authority Bexley Inspection number 10073816 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 7 January 2016

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Information about this early years setting

The childminder registered in 2007. She lives in Belvedere, Kent. She operates her service Monday to Friday, 7.30am until 6pm. The childminder holds a relevant qualification at level 3.

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Inspection activities

n Parents spoke to the inspector or provided written feedback to give their views on the setting. n The inspector carried out a learning walk with the childminder to understand how the early years provision and the curriculum are organised. n The inspector looked at a sample of the childminder's documents. This included evidence of suitability checks and records of children's starting points. n The inspector completed a joint observation with the childminder to assess the quality of teaching and learning. n The childminder discussed the premises with the inspector, who reviewed the resources and discussed risk management inside and outside.

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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

17 January 2020 17 January 2020 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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