Childminder in Bromley

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are excited to spend their day with the childminder. Toddlers settle very quickly. They happily explore the many interesting toys. When tired, they cuddle comfortably in the childminder's caring arms. Older children arrive after their pre- school morning, eager to plan their afternoon. For example, children ask if they can have a teddy bears picnic, which the childminder agrees to with enthusiasm. Children have plenty of play space in the sitting room and large dining room where they access a range of craft materials. Mealtimes are special where children develop their social skills with purposeful conversation on topics that make them think. For example, they learn why penguins do not live with polar bears. Children's behaviour is exemplary. They show kindness towards each other and those who are younger. Children express themselves well in their talking. They listen and show a high level of understanding as they ask meaningful questions. Toddlers

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The provision is good

confidently say clear single words, showing a good level of understanding and communication. The childminder skilfully builds on this positive start. For example, she makes use of sounds and alliterative phrases to capture children's attention.

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need to do better?

n There is a two-way level of complete respectfulness between the childminder and the children. Children regularly discuss their feelings and learn what is important to them, their friends and other living creatures. For example, they study the care needs of animals, such as the pet tortoise that sleeps in winter. Children begin to understand why some animals need to hibernate. n The childminder organises her curriculum well. She assesses what children know and provides them with fascinating activities that excite their interest further. Her resources and toys reflect children's interests. These encourage active play and, through observation, the childminder supports children's next steps in their learning. n Children anticipate an enjoyable day taking part in fun games and enjoyable activities. For example, they set up role play with medical equipment, and take turns to be the doctor. They learn the purpose of an X-ray to see inside the

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need to do better?

body. n Children's ability to count and recognise numbers and quantity develops well. Older children accurately count to 20. They learn simple sums, such as how to add and take away using coloured cubes. n Toddlers cuddle and care for baby dolls, which are easily accessible. They practise their physical skills in dressing dolls and pushing them around in buggies. Older children build on their early writing skills. For example, they practise holding a pencil correctly, joining dots and colouring pictures. n The partnerships with parents are effective in ensuring children progress well. They acknowledge the childminder's hard work and suggestions on how to

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need to do better?

22 January 2020 continue their children's learning at home. The childminder also works well with other settings that the children attend. She accesses information, for example their progress reports from pre-school. The childminder also follows up on similar topics to further support children's learning. n The childminder completes assessments on children's progress, including the progress check between the ages of two and three years. Although this is shared with parents, the childminder has yet to develop systems to coordinate and share the information with other relevant professionals, for instance the health visitor, to promote a more integrated working approach to children's welfare and learning. n Children play and walk in the fresh air each day. The brisk walk home from pre- school and outdoor play in the well-equipped garden give them a healthy appetite. The childminder prepares nutritious meals and snacks to support

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need to do better?

children's good health. n The childminder is passionate in her work. She has noteworthy teaching skills and enjoys learning and discovering with the children. For example, if she does not know an answer, they research together. The childminder completes relevant training to support her professional development. She also attends meetings where she gains information and shares good practice ideas with other childminders.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is vigilant in her care for children. Her home is secure and children are safe. She has a good knowledge of the requirements to protect children to ensure they are safe. The childminder has completed child protection training and is able to identify the signs that a child may be at risk from abuse. She also recognises the wider safeguarding concerns, such as child exploitation, radicalisation and risks from online social networks. The childminder knows how to report her concerns in a timely way to her local authority safeguarding lead.

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should:

n secure partnerships with other professionals to further build a more integrated working system to support children's welfare and learning.

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Setting details

Unique reference number EY430467 Local authority Bromley Inspection number 10060320 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 to 7 Total number of places 6 Number of children on roll 6 Date of previous inspection 18 November 2015

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Information about this early years setting

The childminder registered in 2011 and lives in Petts Wood, Kent. She offers a flexible service from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays.

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Inspection activities

n The inspector spent time observing children's play and the childminder's interactions with them. n The childminder and the inspector evaluated the benefit of the range of activities and resources available for children to support their learning. n The inspector accompanied the childminder on a trip to collect children from pre- school, and they talked to the inspector about their awareness of safety. n Relevant welfare documentation, suitability checks and a sample of children's records were reviewed by the inspector. n The inspector took into consideration parents' written comments about their children's progress.

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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

22 January 2020 22 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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