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

The childminder provides an extremely homely environment where children can thrive. Children are safe, settled and happy in the setting, moving around freely and choosing resources to play with. Children display high levels of engagement when taking part in activities. They play cooperatively together and show they understand the rules of sharing. For example, children work together to build a clock tower to mimic a local landmark of interest. Children enjoy a rich and fulfilling curriculum based on what they know and what they need to learn next. The childminder provides a good range of experiences to support learning, both inside and outdoors.

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The provision is good

Children's knowledge and understanding of the world is developed through regular visits to an allotment. Here they learn about nature and how food is grown. Children take part in the whole growing process. From selecting seeds at the garden centre to picking what has grown to use in the kitchen.

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The provision is good

Children are encouraged to be more independent, although this is not consistently implemented by the childminder. For example, even the youngest children attempt putting on their own shoes. At lunch, children help to slice cucumber pieces, tomatoes, and cheese. Children request water and tissues when needed. However, having these at children's level would further promote children's independence.

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need to do better?

n Children form secure and meaningful relationships with the childminder. Children seek reassurance when needed, but also have the confidence to go and explore, knowing the childminder is close by. Care routines, such as nappy changing and settling children to sleep, are done in a sensitive and calm manner that supports children's emotional well-being n The childminder knows the children in her care extremely well. Observing the children at play, the childminder identifies children's starting points and what they need to learn next. Children make good progress across all areas of learning. n The childminder is skilled at extending opportunities for children's learning. While playing with the chalk board, children make marks across the alphabet. The childminder builds on children's knowledge of phonics by associating each sound with an object. For example, 'M is for monkey'. n The setting is inclusive in its practice. Children learn about the world around

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need to do better?

them, celebrating the diversity of all children and families. When new families start at the setting the childminder learns key words from children's home languages. This helps to create a sense of belonging for all children. n The childminder provides a language-rich environment for children. Children

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need to do better?

3 August 2021 mimic words as they play, demonstrating an understanding of new vocabulary. The childminder asks questions of children as they play. This gives children an opportunity to share their ideas and demonstrate existing knowledge. Occasionally, however, the childminder does not give children enough time to answer before providing one for them. n Children have independent access to books throughout the day, and the childminder shares stories with them. Children listen enthusiastically as the childminder adjusts her voice for different characters. When the childminder makes animal noises, children laugh and join in. Children show they are familiar with the stories read by joining in with familiar phrases. For example, while reading 'The Gingerbread Man', children shout, 'Stop, Stop'. n Partnership with parents is strong. Although parents do not enter the setting due to the COVID-19 (coronavirus) pandemic, communication is effective. The

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need to do better?

childminder keeps parents informed of their children's days with a daily text message. This message contains photos and specific 'wow' moments that capture what the children have enjoyed and been working on that day. Parents are well informed about what their children are learning through a quarterly newsletter. n The childminder is committed to continuing her own professional development. The childminder regular takes part in webinars and courses to develop her knowledge. This enables her to look at improvements she can make to the learning opportunities for all children. The childminder also seeks feedback from parents and carers.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a sound knowledge of safeguarding requirements. Regular training ensures that the childminder is clear about the signs of possible abuse and the procedures to follow. The childminder understands the importance of remaining alert to the changes in children's behaviours. The childminder speaks with older children and parents about the importance of online safety, helping them to keep themselves safe. The childminder belongs to several groups, which help her keep up to date with what is happening in the local community. This enables her to be alert to any risks to children and families.

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should:

n the childminder should be consistent in implementing measures to further develop children's independence skills n allow children more time to process questions so that they can think about their answers.

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Setting details

Unique reference number EY557800 Local authority Bexley Inspection number 10190266 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 4 Number of children on roll 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018. She lives in Crayford, in the London Borough of Bexley. Childminding takes place Monday to Friday, all year round.

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Inspection activities

n This was the first routine inspection the provider 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 her evaluation of the provider. n The childminder and the inspector carried out a learning walk together. n Observation of activities were carried out. n The inspector observed interactions between the children and the childminder. 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 to work or be with children. n The inspector spoke with the childminder at appropriate intervals throughout the inspection.

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Inspection activities

3 August 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

3 August 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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