Childminder in Bexley

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 are happy and confident learners in the childminder's home. She provides a stimulating and calm environment that helps children to feel secure. Children make independent choices in their play. They are eager to participate in a wide range of activities. The childminder has high expectations. She takes advantage of the changes in seasons and weather to extend children's communication and language skills. For example, the childminder takes children outside to watch the snow fall. They talk about the textures and thickness of the snow and what will help to make the snow 'settle'. Children show good levels of awe and wonder. They develop their understanding of the natural world. All children, including those with special educational needs and/or disabilities (SEND), make good progress. However, the childminder recognises she needs to extend her professional development to further increase her knowledge of supporting all children. Children

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The provision is good

enjoy making sandwiches and preparing their fruit. They make choices to help them follow a healthy lifestyle. This also builds on children's self-esteem. Children develop their mathematical skills as they sort items for recycling. They receive equipment such as gloves and backpacks from local refuge collectors to teach them about health and safety. Children listen and follow instructions well. Their behaviour is good.

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need to do better?

n The childminder knows children well and plans activities that follow their interests. For instance, children enjoy exploring the garden and woods. Young children have trips to the soft-play centre and feed the squirrels in the park. Older children plan races and obstacle courses, using different equipment. Children develop their physical skills. In addition, they build on their social skills. n The childminder skilfully uses books at home and from the library to teach children about their similarities and differences. Young children discuss disabilities and the different headdresses that people wear. Older children carry out research and learn facts about different cultures. Children develop good literacy skills. They show respect towards their friends and the wider community. n Children learn about the natural world in the home and outdoors. For instance, the childminder encourages young children to build their confidence around the

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need to do better?

spider they find. Older children enjoy trips to special parks where they learn about life cycles and observe a range of unique plants and trees, such as the banana tree. This builds on their awareness of the wonders of nature and the wider world around them. In addition, children develop their communication and language skills. n The childminder has an effective self-evaluation process that helps her to identify areas for improvement to continue to promote good outcomes for children. For example, she acknowledges the importance of accessing

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need to do better?

27 February 2020 appropriate training to develop her knowledge with regard to supporting all children, including those with SEND. n The childminder supports children to build on their confidence skills during planning. For instance, she encourages children to discuss and negotiate together what activities and trips they would like to do at home and outdoors. Children work together; they learn to negotiate and take turns. The childminder has high expectations for children's conduct. They have a good understanding of the impact their behaviour can have on others. n The childminder uses play opportunities to extend children's learning effectively. For example, during imaginative play, children talk about numbers which are higher and lower when they are selecting the correct door number next to each other. Older children use timers provided by the childminder to compete in races. n The childminder encourages children to use a range of technological resources.

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need to do better?

Young children count and identify letters using play computers. Older children learn how to use digital cameras. Children sustain their interest for long periods. They learn how to use technology to achieve an outcome. Children are well prepared for the next stage of their learning. n Partnerships with parents are good. Parents comment on the range of activities their children benefit from. They appreciate the regular updates about their children's learning and development. Although the childminder works closely with parents, she does not regularly share information with other professionals in other settings, to support children's transitions on to nursery.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a good understanding of her responsibility to keep children safe. She knows how to identify the signs and symptoms of possible abuse and the procedures to follow in the event of a concern. In addition, she is able to recognise concerns for wider issues, including exposure to extreme views or behaviours. She has policies and procedures in place to protect children from online dangers. The childminder assesses hazards in the home and for parks and day trips. She ensures risks are minimised to help to provide a safe learning environment. The childminder keeps her mandatory training up to date. This includes her paediatric first-aid qualification and safeguarding training.

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should:

n identify opportunities for training and professional development to increase knowledge around supporting children, including those with SEND n ensure information is consistently shared with other settings that children attend

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should:

27 February 2020 and during transitions.

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Setting details

Unique reference number 115675 Local authority Bexley Inspection number 10061556 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 25 April 2016

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Information about this early years setting

The childminder registered in 1994 and lives in the London Borough of Bexley. She operates all year round from 7.30am to 6pm, Monday to Friday.

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Inspection activities

n The inspector discussed with the childminder her arrangements for self- evaluation and identified improvements to her provision. n The inspector conducted a learning walk with the childminder around the areas of the home used for the childminding provision. The inspector took account of the written comments from parents. n The inspector looked at relevant documentation and evidence of the suitability of persons working in the premises. n The inspector carried out a joint observation with the childminder. She observed interactions between the childminder and the children.

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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

27 February 2020 27 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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