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 show that they build warm relationships with the childminder, her family members and other children in her care. The childminder is sensitive and responsive to the needs of children, such as when babies indicate that they are tired. Pre-school children show that they acquire positive social skills, develop confidence and independence, and behave well. Children learn how to keep themselves safe as they walk to school. A two-way flow of information between the childminder and the staff at schools that children attend has not been fully established. This hinders the continuity of children's care and learning. Nonetheless, children progress well in their learning and are prepared well for their moves on to school. Children 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 that reflect their interests. Children have regular

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The provision is good

opportunities for more active play. For example, visits to local groups help to enhance and develop the physical skills of babies. Overall, children have good opportunities to develop the skills and attitudes that they need for successful future learning. However, children do not routinely participate in activities that support their understanding of a broad range of cultures, communities and traditions.

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need to do better?

n The childminder is an effective key person who supports children's learning and development well. Parents make positive comments about the childminder's warm and friendly approach. n The childminder uses her curriculum knowledge to build on what children already know and can do. She considers their current interests to plan experiences and activities that help motivate children to learn. For example, pretend play resources help children to use their imaginations and further develop their communication skills. n The childminder helps children to develop the positive attitudes and behaviour that they need to succeed at school. For example, pre-school children show that they understand what is expected of them as they prepare to walk to school. They demonstrate their confidence, for instance, as they initiate conversations with others. n Children receive support to build on what they learn at school, for example as

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need to do better?

the childminder helps them to practise spelling. However, information about children's learning and development is not routinely shared with school staff. This does not fully support a shared approach to help enhance children's learning. n The childminder provides opportunities for children to acknowledge celebrations they are familiar with, such as Easter, Halloween and St Patrick's Day. However, there are few activities that reflect a broad range of ethnicities or cultures. This

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need to do better?

12 March 2020 does not fully support children's understanding of other communities and traditions. n The childminder makes good use of opportunities to support and extend children's learning. For example, children see and discuss different animals during visits to the farm. This helps children to gain an understanding of the living things they read about and to experience the wider world. n Children's health and well-being are supported effectively. For example, the childminder explains to children the importance of frequent handwashing and implements this well. She gathers information from parents about their children's health needs and knows how to respond in a medical emergency. n The childminder shares information about children's learning with parents. Parents receive regular and accurate assessments of the progress their children make. Children's achievements are jointly celebrated. This effective partnership

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need to do better?

working also helps to identify and address any potential gaps in children's learning. n The childminder prepares children for later learning in a range of ways. For example, babies develop mathematical awareness and use their small muscles to grip as they stack bricks. Older children frequently take part in creative activities. This supports children to develop the hand control they need for writing or making marks on paper. n The childminder seeks verbal feedback from parents. She uses her links with other practitioners to update and improve her knowledge. This helps her to develop her service effectively.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes regular training to update her safeguarding knowledge and enhance her understanding of how to manage children's behaviour. She has a secure awareness of the potential risks posed to children, including exposure to extreme views or bullying. She knows where to seek safeguarding support and advice and understands how to respond if concerns arise about a child's welfare. The childminder has appropriate arrangements to help keep children safe and knows how to deal with accidents effectively. She assesses risks in her home and when on outings.

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should:

n broaden opportunities for children to learn about the cultures, communities and traditions of others n enhance communication with staff at schools that children attend to further support continuity of their care and learning.

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Setting details

Unique reference number EY252524 Local authority Bexley Inspection number 10073168 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 19 July 2016

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Information about this early years setting

The childminder registered in 2003. She lives in Welling, in the London Borough of Bexley. She operates her service all year round, Monday to Thursday from 7.30am to 6pm. The childminder holds a qualification at level 3.

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Inspection activities

n Ofsted is aware of the challenges that Covid-19 is currently posing to those we inspect. During this visit, the inspector took into consideration the impact of any measures being taken to slow the spread of Coronavirus by the childminder. This has included the effect these measures have had on the current attendance of the children and staffing arrangements. n The inspector viewed the resources, looked at the areas of the premises that are used for childminding and discussed how these support children's learning. n The inspector discussed with the childminder how she supports children's learning and development. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household.

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Inspection activities

12 March 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

12 March 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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