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 Not applicable

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The provision is good

Children within this setting are confident, happy, and secure. They display high levels of engagement with the childminder and cooperate fully with the variety of activities available to support learning. Children are encouraged to explore and be independent, with the childminder on hand to provide support where needed. For example, children follow handwashing procedures well. They use soap first and then wash and dry their hands. They talk through each step to show their understanding. Children are confident to share ideas and discuss their likes and dislikes with each other and the childminder. For example, children share that they like strawberry ice cream but not broccoli. The childminder has high expectations of all children within the setting. Children say please and thank you without prompting. However, on occasion need reminders to share and take turns. Children enjoy time in the garden and the local green spaces, bringing natural materials into

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The provision is good

their play. Children enjoy additional learning opportunities such as yoga and simple Spanish. Also, for example, children use mud as a painting material to create pieces of art. Due to the Covid-19 (coronavirus) pandemic parents are now unable to enter the setting. They drop off and collect their children at the front door. This does not affect the quality of shared information. The childminder continues to provide parents with verbal and written daily updates.

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need to do better?

n The childminder understands what children can do and what they need to learn next. Evidence gathered when children begin at the setting form a base for the childminder to understand what children know. Observations are then gathered to enable the childminder to fully understand where children are across the prime areas of learning. The childminder has clear curriculum goals in place for each child and uses a range of resources and activities to implement these. For example, books of the week, circle times and free play opportunities help build on what children need to learn. n Children have good opportunities to develop independence. They learn to wash their hands, put on their coats and boots for the garden and help to prepare fruit at snack time. Children proudly share their accomplishments. n The childminder develops children's language skills through using repetition throughout the day. Children have free access to books and enjoy selected

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need to do better?

books of the week that complement their learning intentions. Children sing and have access to music across the day. During circle time, the childminder encourages children to use their growing vocabulary to name objects in a box. n The childminder's high expectations of children's behaviour are apparent. Children understand the rules of good listening, good sitting and good looking at circle time. The children do not need to be reminded of these during the 'what's in the box activity' but participate fully. Children sometimes show the need for

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need to do better?

24 May 2021 support with social skills such as turn taking and sharing skills. The childminder recognises this and praises the children when they do this. n Occasionally, the childminder does not teach children how to learn about risk, for example as they run around or bang toy cupboard doors. This reduces opportunities for them to learn about behaving in safe ways. n Children can communicate what they enjoy about the setting and remember details about what they may be doing later. For example, children say that they will be making smoothies for their afternoon snack. n The childminder has strong relationships with parents. Communication is effective and parents are clear about what their children are learning and how this can be supported at home. The childminder and parents work well together to encourage children's social skills. Parents report seeing progress in their children's development. n Children learn about staying healthy in a variety of ways. The childminder

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need to do better?

provides nutritious meals for children. Menus are carefully designed to ensure children get a balanced diet. Children are encouraged to try new foods. Children wash their hands at regular intervals throughout the day. n The childminder is reflective in her practice and has continued throughout the pandemic to engage in ongoing professional development using online training.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her responsibilities for keeping children safe. She understands the action she would take in the event of a concern about a child. The childminder has completed training in the 'Prevent' duty and understands related risks. She follows her risk assessments well to keep children safe at all times. The childminder reflects on her safeguarding procedures to ensure best practice. For example, she changed children's sleeping arrangements following a fire drill practice. Children now sleep downstairs, so that the childminder can safely evacuate all children in a real emergency.

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should:

n build on opportunities to help children understand how some behaviours can cause injury to themselves or others, to encourage them to explore safely.

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Setting details

Unique reference number EY559898 Local authority Bexley Inspection number 10190565 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 4 Number of children on roll 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018. She lives in the London Borough of Greenwich. She provides childcare on week days, throughout the year. The childminder is a qualified teacher.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken that into account in their evaluation of the setting. n The childminder and the inspector carried out a learning walk together. n An evaluation of an activity was carried out by the childminder and the inspector. n The inspector observed interactions between the childminder and the children. n The inspector sought the views of parents. n The inspector reviewed relevant documentation, including the childminder's paediatric first-aid qualification and evidence of the suitability of the childminder and household members. n The inspector spoke with the childminder at appropriate intervals throughout the inspection.

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Inspection activities

24 May 2021 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

24 May 2021 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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