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 Outstanding

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The provision is good

Children thrive in the welcoming environment. They have formed strong relationships with both the childminder and her assistants and demonstrate that they are emotionally secure. All children, including those in receipt of additional funding and those who speak English as an additional language, progress well from where they started. Children show this when they welcome one another using sign language. This helps children settle quickly. Children display high levels of self- esteem. For instance, they describe how they feel when they arrive and self- register. The childminder encourages children from a young age to identify their feelings and add the matching illustration to the display board. This builds on their communication skills. Additionally, children feel confident and valued. Their behaviour is exceptional. Children show empathy and are extremely caring towards others. For example, older children spontaneously offer to look after the assistant's

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The provision is good

instrument when she needs to leave the music session for a few minutes. Younger children take turns and share toys they have brought from home with their friends. Children are highly motivated and eager to plan and join activities. However, the childminder does not always engage babies during planned activities. Occasionally, the childminder does not provide the same inspiring environment outside.

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need to do better?

n The childminder has high expectations of children's behaviour. Children have excellent listening skills. They show respect towards their friends as they take turns sharing their thoughts and ideas. The childminder uses the sand timer to help children manage changes in the routine. Young children cooperate with others to help pack away. Older children negotiate what activities they would like to do next. For instance, they enthusiastically request a phonics session. Children confidently sound out letters and words, and they develop their literacy skills. n The childminder and her assistants place a strong focus on children developing their communication and language. For instance, young children remain focused and engaged, talking about what they see during stories. Older children explore the 'pirates' theme during imaginative play. They extend their vocabulary as they learn words such as 'octopus' and 'tentacles'. Children are very proud of their

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need to do better?

efforts and receive lots of positive praise when the recall new words they have learned. n The childminder has an ambitious vision for her setting. She gathers feedback from parents and children. She evaluates her practice to help identify strengths and weaknesses. The childminder works with assistants to improve their practice. For instance, she has introduced regular observations of each other's practice. This helps to raise the quality of teaching. n Parents describe the excellent progress their children are making. They

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need to do better?

28 January 2020 appreciate the detailed communication and updates they receive. The childminder provides an online 'blog' to share good practice and respond to parents' questions. For example, she shares the benefits of planning messy play activities at home. This provides good continuity of care. n Children show high levels of curiosity and sustain their interest for long periods. For instance, during Chinese New Year craft activities children discuss the animals which match the month they were born. Older children confidently name the correct colours they need to mix to make brown paint. n Children delight in participating in planned visits from the emergency services, such as the police. During these activities, children have the opportunity to learn about people and communities around them. n Children develop their resilience and physical skills. Young children find their shoes and are supported to manage coats and zips. They are encouraged to

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need to do better?

think about the appropriate clothes to wear outside. The childminder does not make full use of the outdoors to extend all aspects of children's learning. n The childminder works with professionals and other settings that the children attend. She makes accurate assessments of children's next steps and acts swiftly to address gaps in their learning. Children are prepared for future learning. However, the childminder does not always provide a range of resources for babies during planned activities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has robust recruitment procedures in place. This helps keep children safe. The childminder and her assistants have a good understanding of safeguarding. They recognise the signs of possible abuse and have a clear procedure to follow should they have concerns about a child. The childminder ensures that all assistants complete regular training, including the wider safeguarding issues such as the 'Prevent' duty. This enables them to safeguard children from extreme views and behaviours. The childminder completes regular risk assessments with the children. This helps children learn how to take risks safely.

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should:

n enhance the use of outdoors to provide regular access to a broad range of physical and other learning activities n provide a wider variety of suitable activities and materials for babies to explore during group activities.

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Setting details

Unique reference number EY406988 Local authority Bromley Inspection number 10137813 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 4 Total number of places 6 Number of children on roll 13 Date of previous inspection 27 August 2015

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Information about this early years setting

The childminder registered in 2010 and lives in the London Borough of Bromley. The childminder has a relevant qualification at level 3. She employs three assistants. One holds a relevant qualification at level 3 and two are unqualified. The childminder operates her service Monday to Friday from 7.30am to 6pm. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector reflected on the written statements given by parents. n The inspector completed a learning walk with the childminder to understand how the setting and curriculum are organised. n The inspector viewed a range of documentation, including safeguarding policies, training certificates and children's records. n The inspector completed a joint observation with the childminder. They observed and discussed the quality of the planned activity. n Discussions were held with parents, children and assistants to gather their feedback about the provision.

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Inspection activities

28 January 2020 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

28 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

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