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 are happy and enjoy their time in the setting. They have a strong bond with the childminder, who knows them and their families very well. Children follow the childminder's lead and instructions. They happily join in with all aspects of the daily routine. For example, when asked, children leave their play to join in music time in the lounge. They go back to the main room to continue their play when the music time is over. The childminder uses 'homework' folders effectively to include the whole family in the children's learning. The childminder has high expectations of children's learning and behaviour. She emphasises being ready for school and has set up one room to resemble a classroom to support this. Children receive good support to understand the routines and boundaries of the setting. They are well behaved and extremely polite. As they play, the childminder reminds them about the 'golden rules' posted on the wall.

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The provision is good

Children of key workers have continued to attend the setting throughout the COVID-19 pandemic. They remain settled and confident in the childminder's home. The childminder has made changes to her setting in response to the pandemic. She asks visitors to use hand sanitiser and thoroughly cleans the home at the end of each day. The childminder holds meetings with parents outside the home to ensure safe distances are maintained.

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need to do better?

n The childminder has individual curriculums in mind for the children. For example, older children are being prepared for school while two-year-old children are learning shapes and colours. Children respond to or answer questions on number, shape and colour, such as can you give me the heart shape? But children have few opportunities to follow their own thought processes to explore and solve problems. Therefore, at times, they are not given enough challenge in their play, and to build on what they already know and can do. n Children enjoy listening to stories and joining in with action songs. They respond to the childminder's questions and are encouraged to remember and talk about things they did last week. For example, reminding children of the animals they saw on a visit to the farm. This helps to support them in speaking, listening and understanding language. However, the playing of music in the background

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need to do better?

throughout the day means it can be difficult for children to hear conversation, speech and language clearly. n The childminder's partnership with parents is very strong. She makes good use of notebooks to share information about children's progress and their time at the setting. She goes above and beyond to be flexible and support families. The childminder has children's emotional welfare at heart. When children attend alone, she asks her own grandchildren to visit so that the minded child will have

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need to do better?

8 November 2021 friends to play with. Parents complete regular questionnaires and are very positive about the setting. They say how happy they are with the progress their children make. n Children behave well, share resources and are kind to each other. Positive behaviour is rewarded with 'high fives' and stickers. They push each other on the swing in the garden and swap trikes so their friends get a turn with favourite toys. n The childminder places emphasis on children's health and well-being. She ensures the setting is safe. The childminder completes risk assessments and safety checks on the indoor and outdoor environments before children arrive. Children brush their teeth after lunch. They use a model of teeth to see where they need to focus their brushing. The children enjoy daily walks or play outside for fresh air and exercise. The childminder offers a healthy eating menu and children choose from a variety of fruits at snack time. In the summer, children

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need to do better?

plant vegetables and harvest them to eat. n The childminder works with two assistants and is aware of the need for consistency for the children. She plans how children are re-introduced to an assistant who has been absent for a while. A clear daily routine is in place, which also shows which adult is carrying out which section. This means children feel safe and secure as they know what is happening next and with whom.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants have completed appropriate training and have a good knowledge of things, which might give cause for concern. The childminder understands her safeguarding responsibilities and knows what procedures to follow if she has a concern about a child in her care. She carries out risk assessments of her home and carefully supervises children when they go on outings.

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should:

n plan more opportunities to extend children's learning through the activities that they choose for themselves and through using a variety of teaching strategies n consider how to make the environment more conducive to supporting children's language and communication.

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Setting details

Unique reference number EY561554 Local authority Bexley Inspection number 10191734 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 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019. She lives in Erith, in the London Borough of Bexley. She cares for children each weekday, providing all day care, throughout the year. She is registered to work with an assistant.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder explained her curriculum and showed the inspector around the areas where children play and access the resources. n The inspector listened to children and took account of the views of parents from their written feedback. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n The inspector and the childminder carried out a joint observation on the assistant and assessed the impact on the children's learning. n The inspector looked at relevant documentation relating to the childminder's suitability, qualifications and insurance.

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Inspection activities

8 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

8 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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