Childminder 115597

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 form close bonds with the childminder and her co-childminder. Babies seek the childminder out for comfort, cuddles and reassurance. Children show that they feel secure and safe. The childminder and her co-childminder plan interesting activities based on what children know and can do. They use children's experiences and interests to help engage them in activities. Babies have good opportunities to explore and use their senses, for example when they are introduced to sensory boxes. Opportunities for them to use and experience natural materials are less well developed. Babies' emerging speaking skills are supported well, for example, as they hear new words during activities. The childminder and her co-childminder help children to express and manage their emotions in positive ways. Those children who speak additional languages at home show that they develop good communication skills. Children who receive extra help at school are supported well.

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The provision is good

The childminder and her co-childminder adapt routines appropriately and explain children's needs to their friends. This helps children to develop a good understanding of those with differing abilities. Children have good opportunities to learn the skills they need for future learning. Very occasionally, they do not benefit from teaching that focuses sharply on what they need to learn next.

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need to do better?

n Overall, the childminder and her co-childminder work together well to plan appropriate activities. They share their observations of children's learning and collaborate well to agree their next steps. They include parents' observations of children and share accurate assessments of the progress children make. n Parents are encouraged to engage in children's learning at home. The childminder shares information with teaching staff to help them better understand how to support the children's learning and development prior to their move to school. This supports continuity for children and helps to address potential gaps in their learning. n The childminder and her co-childminder give effective support to children who speak additional languages at home. Children have good opportunities to build effective language skills. Parents value their children's ability to develop the languages they speak at home. n The childminder and her co-childminder demonstrate consistently positive

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need to do better?

interactions. The childminder describes what babies do as they engage in sensory play. She gets down to their level and introduces the names of items that they choose. This helps to develop babies' emerging communication skills. n Children's emotional and physical well-being is supported well. Babies appreciate the many hugs and cuddles that they receive. They snuggle into the childminder as they drink their bottle. They approach the childminder when they are tired, and she responds well to their cues.

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need to do better?

3 February 2020 n The childminder and her co-childminder prepare children well for their moves to school. They speak with children about school routines and work with parents to further develop children's independence and self-care skills. n Children develop their literacy skills in enjoyable ways. The childminder and her co-childminder provide opportunities for children to write or make marks. Children freely choose accessible books to read or share and regularly sing songs and rhymes, including in languages that they hear at home. n The childminder and her co-childminder help children to build an understanding of healthy lifestyles and hygiene practices. For example, they explain the need for children to wash their hands after wiping their nose. Children enjoy healthy and nutritious snacks that meet their dietary needs. n The childminder and her co-childminder implement knowledge gained from training and share useful information with parents. For example, they are more

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need to do better?

aware of how to set clear boundaries with children and how to respond in emergency situations. Professional development opportunities that contribute to enhanced teaching skills have not been fully explored. n Although children are supported to engage in regular exercise and play outdoors, the childminder and her co-childminder do not plan a broad range of activities that help children to experience or use natural materials or the environment.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her co-childminder complete safeguarding training to enhance their understanding of how to keep children safe. They demonstrate a secure understanding of the potential risks posed to children, including the risk of developing extreme views and the unsafe use of technology. The childminder understands how to respond in a medical emergency and acts promptly to maintain children's health. She and her co-childminder implement and share policies and procedures with parents effectively. They complete risk assessments for the childminder's home and when on outings. Accurate records are maintained for children's medication, accidents and attendance. The childminder is confident to discuss potential concerns with parents and relevant agencies to help keep children safe from harm.

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should:

n use professional development opportunities to further enhance teaching skills n strengthen opportunities for children to use natural materials and learn about the natural environment.

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Setting details

Unique reference number 115597 Local authority Bexley Inspection number 10061553 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 1992. She lives in Sidcup in the London Borough of Bexley. She cares for children between the hours of 8am and 6pm every weekday except Wednesday, all year round. The childminder holds a relevant level 3 early years childcare qualification. She works with a co-childminder.

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Inspection activities

n The inspector observed the quality of interactions between the childminder, her co-childminder and the children, and assessed the impact of these on children's learning. n The inspector discussed teaching and learning following a children's activity. n The inspector looked at relevant documentation, including children's learning records, evidence of professional development and written testimonials from parents.

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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 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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