Stow, Joanna Mary

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 feel safe, secure and happy in the setting. They benefit from warm, trusting relationships with the childminder, to whom they respond positively. Children have a great deal of fun with the childminder. They are free to explore their fascinations as the childminder encourages them and finds imaginative ways to deepen their understanding. For example, during a dinosaur activity children were interested in building a volcano with the sand and digging for dinosaur fossils. Children thrive under the childminder's calm, kind and friendly care. They snuggle up on the sofa to share stories, which the childminder reads with great expression. Children take pride in their achievements and benefit from the praise and encouragement the childminder provides. This also helps to build children's self- esteem and confidence. The childminder provides a happy and relaxed environment for children to learn and develop in. Children behave well. The

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The provision is good

childminder finds out from parents about their children's routines, interests, and abilities before they start. She uses this information to offer high-quality care and education. The childminder has high expectations for the children she cares for. She follows children's interests and encourages them to learn through play. Children display high levels of engagement and concentration.

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need to do better?

n The childminder organises her curriculum well. She lets children take the lead in their play. The childminder knows the children well. She understands what she needs to do to help them move on to the next stage of their learning. For example, she helps children to develop their small-muscle skills. She provides brushes in the sand and children practise squeezing movements when using pegs. The childminder understands how to identify any gaps in children's learning to ensure they make good progress. This supports children with special educational needs and/or disabilities and those in receipt of early years funding. n The childminder supports children's language and communication skills well, overall. For example, she uses good eye contact with children and speaks clearly. She introduces new words, such as 'mould' and 'damp', to explain how the sand feels. Older children use their letter sound knowledge to recognise a

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need to do better?

letter is missing from the word dinosaur. Children enjoy joining in with stories with familiar phrases as the childminder reads. This helps to extend children's vocabulary and their understanding. However, on occasions, the childminder does not support children's thinking and speaking skills fully. She asks too many questions and does not give children enough time to think and respond to these. n Children learn to share toys and understand the expectations for their behaviour. The childminder is a good role model and has positive relationships with the children. This encourages them to be caring and respectful towards others. Children have good opportunities throughout the day to practise counting and

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need to do better?

21 July 2021 use their growing understanding of numbers, shapes and measurement to solve problems. For example, children use pegs to complete simple sums on the dinosaur template. n Children develop their independence and personal care skills. They wash their hands regularly, feed themselves during snack time and help themselves to their drink. Children demonstrate that they are learning to keep safe. For example, they use knives to cut their own fruit for mealtimes. n The childminder reflects on her practice to identify ways to improve the support for children's learning and she completes training to support children in her setting. Since her registration, she has re-organised the environment to support children's development. For example, she moved the home corner to a larger, more accessible area for the children to develop their imagination as they enjoy dressing up. However, she does not share these improvements and benefits for

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need to do better?

the children with parents to increase their understanding of her practice. n The childminder has established good working relationships with parents. She gathers information from parents about what their children know and can do, and about their current experiences at home. The childminder extends these experiences effectively to help children's future learning.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is committed to keeping the children in her care safe. She knows how to identify the signs of abuse and who to report her concerns to. The childminder regularly keeps up to date with the latest child protection information and guidance through attending training. She regularly reviews her policies to ensure they are up to date with current guidance and shares these with parents. Her home is safe and she conducts regular risk assessments of her home and when children take part in outings.

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should:

n develop ways to give children more time to think and respond to questions asked, to support their speaking and critical thinking skills n strengthen opportunities to share ideas and improvements with parents to enhance their understanding and increase continuity of learning for the children.

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Setting details

Unique reference number EY556439 Local authority Bromley Inspection number 10175156 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 5 Number of children on roll 5 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 Bromley. She provides childcare all day, on weekdays, throughout the year. The childminder offers funded provision for two-, three- and four-year olds.

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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 provider and has taken that into account in their evaluation of the provider. n The inspector completed a learning walk with the childminder. The childminder explained her curriculum to the inspector. n A joint observation was completed by the childminder and the inspector during a planned activity indoors. n The inspector looked at relevant documentation, such as evidence of the childminder's suitability to work with children. She discussed children's learning and development with the childminder. n The childminder obtained written feedback from parents for the inspection. n The inspector spoke to the childminder and children throughout the inspection.

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Inspection activities

21 July 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

21 July 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

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