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

p.1

The provision is good

Children play in a safe environment. They settle quickly and happily in this home- from-home setting. Children build secure attachments with the childminder. The childminder has high expectations for children. She encourages children to say, please and thank you. Children learn to share and take turns. This helps them to build foundations for future social interactions. Children feel supported to make choices, and express their likes and dislikes. For example, children indicate which fruits they would like with their lunch.

p.2

The provision is good

Children seek the childminder out to share their experiences. For example, they enjoy games of peekaboo with the childminder. This helps children to build a connection with the childminder and helps to support their emotional well-being. Children laugh as they pull a jumper off their face and the childminder says 'boo'. When children are feeling unsure, they are confident to go to the childminder for reassurance. The childminder provides cuddles and soothing words, which help children to feel confident to go and play again. The childminder has stayed in contact with families when her setting closed due to COVID-19 (coronavirus). This helped children to settle back in quickly, once her setting reopened.

p.2

need to do better?

n The childminder observes children when they join her setting to understand what they know and what they need to learn next. Children make good progress from their starting points in learning. The childminder shares children's progress with parents regularly. Children are inquisitive and eager to explore the setting. However, on occasions, the childminder does not plan the environment effectively to engage all children in their learning. n The childminder supports children's emerging language. She shares books with children and points out objects, such as 'car', house', and 'flower'. The childminder repeats these words as children point to reinforce new vocabulary. Children singing familiar nursery rhymes across the day to help develop their language. Children enjoy moving to the music as the childminder shows them the actions. n The childminder takes time to ensure that children's care routines meet their

p.2

need to do better?

individual needs. For example, she talks to children as she changes their nappies, checking that they are happy and content. The childminder shares stories with children before they settle down to sleep, to help them feel calm and relaxed. n The childminder teaches children about the world around them. Children learn about different festivals, such as Chinese New Year. They take part in craft activities and taste different foods. n The childminder encourages children to develop their independence. For

p.2

need to do better?

5 August 2021 example, young children finger feed themselves. This helps to develop their hand-to-eye coordination, ready for using a spoon. Older children feed themselves competently. When the childminder helps younger children to get dressed, she talks through what she is doing. Children then help by lifting each arm as a jumper is put on. n The childminder teaches children the language of feelings. She uses a feelings board to help children to choose the face that represents how they are feeling. The childminder then supports children to understand why they may be feeling a certain way. This helps children to feel valued and supports their emotional well- being. n The childminder continues her professional development through researching approaches to learning. She has plans to attend further training to enhance her knowledge even further. n The childminder supports young children's emerging physical development. For

p.2

need to do better?

instance, she provides small indoor climbing equipment and a ball pool with tunnels to encourage children to explore moving in different ways. The childminder extends children's physical skills through regular time outside, either in the garden or local park. This enables children to test out their new skills and build their confidence. n Parents comment that they feel supported during their child's initial settling-in period and that the childminder's communication is effective. The childminder provides individual daily diaries to inform parents of their children's day at the setting.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is aware of her responsibilities to keep children safe. She can confidently describe the signs that may mean children could be at risk of harm. The childminder is confident of the procedures to follow should she have concerns about a child's welfare. She understands children's safety always takes priority. The childminder is clear of the procedures to follow should an allegation be made against herself or anyone in her household. She has a clear understanding of wider issues, such as radicalisation and female genital mutilation.

p.3

should:

n plan the environment more effectively to enable all children to be fully engaged in their learning n continue to focus professional development opportunities to support how learning experiences are delivered to children.

p.3

Setting details

Unique reference number EY555304 Local authority Bexley Inspection number 10190169 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 5 Number of children on roll 2 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She lives in the London Borough of Bexley. She provides childcare from 7am to 6pm, Monday to Friday, for most of the year. The childminder holds an appropriate childcare qualification at level 3.

p.4

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 childminder 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 The inspector observed activities, and interactions between the children and 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.

p.4

Inspection activities

5 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.

p.4

Inspection activities

5 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6