Childminder in Greenwich

Overall effectiveness Good

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

p.1

The provision is good

The childminder has a robust settling-in procedure. She conducts home visits and encourages parents to bring their children for settling-in visits before they start. Children quickly become confident and self-assured. The childminder works closely with parents to meet children's care needs. She offers advice and support for developmental stages, such as toilet training. The childminder interacts skilfully with children to support their good communication and language skills. For instance, she talks to them throughout the day, and provides a commentary for their play. Children readily go to the childminder for cuddles when they are tired or upset. They lead their own play and demonstrate a can-do attitude to their learning. Children are encouraged to be independent. For example, they are encouraged to work out how to put the train set together. Older children help younger children with tricky tasks. The childminder is always close by to offer

p.2

The provision is good

support when needed. Children behave well as they share and take turns. They are kind to one another, and show respect and consideration. The childminder knows children very well and is sensitive to their individual needs.

p.2

need to do better?

n Parents' feedback is very positive about the childminder. Parents share their views through daily discussions, and say that their children respond well to the childminder and that they are making good progress in her care. n The childminder uses praise effectively, and sensitively helps children to understand and develop their skills in sharing and taking turns. Children learn good manners and how to communicate positively. For example, they say 'please' and 'thank you', often without need for prompting. n The childminder supports children to develop their mathematical skills well. Children use words such as 'big, 'under' and 'over' in their everyday routines. Children show high levels of curiosity and gain essential skills that they need to prepare them for future learning. n The childminder encourages children to lead healthy and active lifestyles. She supports them to follow good hygiene practices and provides them with healthy

p.2

need to do better?

home-cooked food. Babies crawl freely in the environment and pull themselves up, holding onto furniture. Children have regular trips outside the setting. For example, they visit playgroups and parks where they take part in activities, such as feeding the ducks. n The childminder uses her ongoing observations to understand children's level of achievement, their interests and learning styles. She incorporates their next steps in learning into her planning. This has a positive impact on developing children's knowledge and skills across all seven areas of learning. n The childminder supports children to develop a good understanding of personal safety. She encourages them to hold hands when on trips, and not to walk too

p.2

need to do better?

10 February 2020 close to the road. The childminder provides children with boundaries, and helps them to understand the consequences of their actions. This has a positive impact on keeping children safe. n The childminder supports children's imagination well. Children enjoy engaging with puppets at the theatre puppet stand, and pretend they are speaking to their grandparent on a toy mobile telephone. However, at times, children are not able to access resources easily. n Children explore the natural world. They watch and listen to the birds feeding at the bird feeder. They research with the childminder on an electronic tablet the type of birds they have seen. At times, equipment is not stored helpfully and restricts children's play. n The childminder uses her ongoing observations to understand children's level of achievements, interests and learning styles. She incorporates their next steps in learning into her planning. This has a positive impact on developing children's

p.2

need to do better?

knowledge and skills across all areas of learning. n The childminder supports children's language and communication skills well. She uses books, rhymes and story sacks to support their speech and language. This helps them to extend their vocabulary.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure knowledge of her responsibilities associated with child protection. She is confident to identify and respond to safeguarding concerns swiftly in an appropriate manner, if required. She has suitable procedures in place, and attends training to make sure her knowledge is up to date. The childminder understands how to recognise children who may be at risk, such as from extreme behaviours and views. She closely supervises children as they play in the house and on outings and trips.

p.3

should:

n ensure equipment is stored tidily indoors and outside, and does not restrict children's play n ensure all resources are easily accessible for children.

p.3

Setting details

Unique reference number EY403788 Local authority Greenwich Inspection number 10104556 Type of provision Childminder

p.4

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 3 Date of previous inspection 24 February 2016

p.4

Information about this early years setting

The childminder registered in 2010. She lives in Sidcup in the London Borough of Bexley. She operates her service on Monday to Friday from 7.15am to 6.10pm, all year round.

p.4

Inspection activities

n The inspector conducted a learning walk with the childminder. n The inspector discussed learning activities with the childminder and assessed their quality and impact. n The inspector spoke with children at appropriate times during the inspection. n Parents' views were taken into account by the inspector through their written comments. n The inspector viewed documentation, including evidence of the childminder's suitability and of the persons living at the premises.

p.4

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.

p.4

Inspection activities

10 February 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.

p.4

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.5