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 creates a safe, nurturing and homely environment for children. Children have strong attachments with the childminder and seek to share experiences with her. Her nurturing approach helps to create a loving and positive atmosphere, where children feel happy, safe and at ease. Children make strong and trusting bonds with the childminder and each other. They enjoy playing together and learn valuable social skills. The childminder is attentive to children's individual needs. For example, she is reassuring and encouraging, when children are reluctant to join in after a break from the setting. This supports children's well- being, and they have a strong sense of belonging within the setting.

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The provision is good

Children know how to access the wide range of toys and resources, and they independently help themselves from the toy boxes. The childminder has high overall expectations for children. She encourages children to share ideas, take turns with resources and show care and concern for each other. Children behave well. They are becoming independent and enjoy carrying out everyday tasks, such as preparing snack and setting the table at mealtimes.

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need to do better?

n Overall, the childminder implements a well-rounded curriculum that enables children to practise and build on what they already know. For example, children develop their fine-motor skills as they enjoy pouring and making cups of tea for the childminder. The childminder completes regular assessments, including the progress check for children aged between two and three years. She closely monitors children's development to identify any possible gaps in learning. However, occasionally, the childminder does not always use the information from her observations of the children effectively enough to support children with the skills they need to learn next. n Children make good progress in their learning. They demonstrate they are ready for the next stage in their education, including those children who speak English as an additional language. The childminder obtains key words in children's home language to support them during their play.

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need to do better?

n The childminder promotes diversity and inclusion with the children. They have age-appropriate discussions about their similarities and differences. Children are taught to respect each other and value other people's views and opinions. n The curriculum for communication and language is, generally, well designed. The childminder has a good understanding of how she can support children's language. She listens carefully as she plays with children, modelling language for younger children and making good use of opportunities to improve children's language. However, on occasions, the childminder rushes as she asks children questions and does not give them sufficient time to think about their answer to

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need to do better?

1 November 2021 enable them to extend their skills. n Children follow good hygiene routines and learn about the importance of brushing their teeth through role play and books. The childminder helps children to become increasingly independent in managing their personal needs. n Children learn about being healthy and receive plenty of fresh air and exercise. They enjoy singing and dancing sessions and go outside on a daily basis to local woods and parks. The childminder develops children's physical skills using large climbing equipment at the park, supporting them to manage risks. n Good relationships with parents help children to have continuity in their care and learning. Parents speak highly about the two-way communication and the good quality care that the childminder provides. The childminder informs parents about children's progress and what they are working on at the setting as well as continuing what children are learning at home.

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need to do better?

n The childminder has arrangements in place to continually build on her professional development. This helps her to remain up to date with any research or changes in early years subjects. The childminder is reflective about her practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder carries out regular risk assessments to help keep children safe in her care. She takes robust steps to ensure that children are safe on outings. The childminder is aware of the signs and symptoms of possible abuse. This includes if children are being exposed to extreme behaviours and beliefs. She knows the local referral procedures to follow if she has a concern. She completes child protection training to ensure her knowledge is up to date and regularly reviews her policies and information for parents. The childminder understands what she should do if an allegation is made against her or a family member.

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should:

n focus more precisely on the skills and knowledge children need to learn next to consistently help maximise their learning n strengthen strategies to help children to develop their communication and language skills.

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Setting details

Unique reference number EY553635 Local authority Bexley Inspection number 10174318 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder lives in Bexleyheath, Kent. She operates from 7.30am to 6.30pm, Monday to Friday, throughout the year, excluding four weeks holiday. She receives funding for children aged two, three, and four years old. The childminder holds a level 3 qualification.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 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 childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector via telephone calls and written feedback. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

1 November 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

1 November 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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