Childminder EY241060

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

Children build warm and lasting relationships with the childminder and his co- childminder, who work closely together. They have frequent opportunities to communicate and share information about important events in their lives. Children who speak languages other than English at home receive good support. They have frequent opportunities to develop and value their home language. Children benefit from the two-way flow of information that the childminder maintains with parents and school staff. This approach contributes to continuity of their care and learning. Children learn how to keep themselves safe as they walk to school. They take part in activities that take account of what they already know and make choices about what to do. Babies have good opportunities to access and explore resources. They demonstrate an awareness of their physical needs, for example when they indicate that they are hungry or tired. Children enjoy more physical activities as they play

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The provision is good

outdoors. They receive support to further develop their independence and self-care skills as the childminder prepares them for moves to school. Overall, children have good opportunities to develop the skills and attitudes that they need for successful future learning. However, some activities for children do not focus closely on what they need to learn next.

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need to do better?

n The childminder is an effective key person and supports children's emotional well-being well. Children respond well to the childminder's encouragement and caring approach. n The childminder implements activities that help children to build confidence and emotional resilience, for example the introduction of group games and shared events such as a mock Olympic games. Children develop the positive attitudes and behaviour that they need to succeed at school. Some planned activities are less effective in addressing what children need to learn next. n Children demonstrate good communication skills from an early age. The childminder and his co-childminder provide good opportunities for children to practise and share the additional languages they speak at home. Children celebrate events in countries that they have close links to. This helps them to develop a strong sense of themself and learn more about other communities and

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need to do better?

traditions. n Children demonstrate their understanding of the needs of those who need extra help. They contribute to the very consistent routines that the childminder and his co-childminder establish for those who need additional help with their learning. Children acquire a good understanding of the different needs, abilities and backgrounds of their friends. n Parents receive good support to engage with children's learning at home. For example, the childminder shares information with them about fun ways to

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need to do better?

3 February 2020 encourage writing and counting at home. He encourages parents to help their children to be more independent with dressing and self-care routines as they prepare for school. n The childminder uses what he knows about children to build on what they know and can do. He works well with his co-childminder to check that assessments of children's learning are accurate. The childminder shares information about children's learning with parents and school teaching staff. This effective partnership working also helps to identify and address any potential gaps in children's learning. n The childminder makes good use of opportunities in the local community to support children's learning. For example, he encourages children to think about colour and compare their height as they go out to post letters. The childminder helps children to understand potential risks, such as cars coming out of driveways, as he escorts them to school.

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need to do better?

n The childminder and his co-childminder help children to develop the skills needed to prepare them for later learning in a range of ways. For example, babies use their small hand muscles as they choose and explore items from a sensory box. Pre-school children are encouraged to write their name on pictures that they create. n The childminder and his co-childminder consider the views of parents and the needs of children to help develop their service. They work together very well and evaluate the service effectively, overall. However, the childminder has not fully reviewed how to further enhance his teaching skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and his co-childminder complete training to increase their awareness of the potential risks posed to children. They know where to seek safeguarding support and advice, and understand how to respond if concerns arise about a child's welfare. The childminder and his co-childminder have appropriate arrangements to help keep children safe. They demonstrate that they implement policies such as administration of medicine and dealing with accidents effectively. The childminder assesses risks in his home and when on outings. He and his co- childminder maintain accurate records of children's arrival and departure times.

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should:

n identify professional development opportunities to further enhance teaching skills n strengthen the link between the activities provided and what children need to learn next.

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Setting details

Unique reference number EY241060 Local authority Bexley Inspection number 10073125 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 11 Total number of places 12 Number of children on roll 6 Date of previous inspection 11 April 2016

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Information about this early years setting

The childminder registered in 2003 and lives in Sidcup, in the London Borough of Bexley. He operates from 8am and 6pm each weekday except Wednesday, all year round. The childminder works with a co-childminder.

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Inspection activities

n The childminder showed the inspector the resources and areas of the premises that are used for childminding and explained how he uses these to support children's learning and development. n The inspector observed the quality of interactions between the childminder, his co-childminder and children, and assessed the impact of these on children's learning. n The inspector looked at relevant documentation, including children's learning records, evidence of professional development and records relating to children's safety and health.

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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

3 February 2020 3 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.

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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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