Watkins, Louise

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 have high levels of social confidence. They settle and engage happily in various activities. Children's favourite activities, include listening to stories read by the childminder. They enjoy snuggling together and pay good attention. Children develop close attachments with the childminder and show they feel safe and secure.

p.2

The provision is good

Children's behaviour is good. They receive clear messages from the childminder of how to share, take turns and be kind. Children have plenty of opportunities to initiate their play and receive appropriate levels of support. As an example, older children have a keen interest in moving objects from one place to another, and the childminder provides resources that they need. This keeps children motivated to play. Equally enthusiastic, younger children investigate cause-and-effect toys and explore how things work. They receive lots of praise from the childminder, which increases their confidence.

p.2

The provision is good

Children's learning and development progress effectively because the childminder has high expectations for them. Children develop communication skills typical for their age group. They babble, repeat and use single words which helps to extend their vocabulary. Children persevere hard as they test and improve their physical skills. For instance, younger children gain confidence as they toddle around with support.

p.2

need to do better?

n The childminder's calm and caring nature helps her to build strong emotional attachments with the children. She gives children plenty of attention and cuddles, which children respond to positively. This has a favourable effect on children's emotional well-being. n The childminder expresses her commitment to providing children with a good- quality setting. She has recently increased her understanding of children's behaviour and how to support them more effectively. This has had a positive impact on children's play overall. The childminder acknowledges that she needs to focus more precisely on raising the quality of teaching to the highest levels. n The childminder's observations and assessments of children's learning are accurate. She plans a balanced and ambitious curriculum to help children make good progress. However, at times, the childminder does not engage children fully during group activities to extend their learning.

p.2

need to do better?

n The curriculum for communication and language development is strong. The childminder supports children's development of speech, for example, using storybooks, songs and rhymes. They hear new words and phrases and practise what they learn to build on and extend their vocabulary.

p.2

need to do better?

25 January 2022 n Partnerships with parents and other professionals are strong. Parents are complimentary about the service they and their children receive. Some of the written feedback from parents includes, 'We could not be happier or more impressed by the caring environment.' Parents state that they feel reassured by the 'regular contact' with the childminder. Children benefit greatly from the strong partnerships between the childminder and parents. n The childminder evaluates the setting effectively. She works with parents to seek, and act on, their views. For example, following suggestions from parents, the childminder has reviewed the menus to reduce the sugar levels in foods. n Children carry out manageable and age-appropriate tasks. For instance, they choose and peel their fruit for a snack. Children who are mobile help the childminder to tidy away the toys at appropriate times. Children gain self-help

p.2

need to do better?

and independence skills from a young age. n Children learn about the world in which they live. With the childminder, they visit the local park and museum, which raises their awareness of their surroundings. There are also opportunities for children to play with others outside the setting, supporting their social skills. n The childminder supports children to display positive behaviour. She models the use of polite words, such as 'please' and 'thank you'. Children listen and follow instructions well. n The childminder teaches children about living a healthy lifestyle. For example, she ensures that children wash their hands before handling food to prevent the spread of infections. This, along with nutritious meals and snacks, help promote children's physical health.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder provides children with a safe and suitable environment. The regular checks of the toys and play areas also contribute to children's overall safety. The childminder supervises children well, which helps them to feel secure. She ensures that children are always within her sight or hearing, including during sleep time. The childminder keeps abreast of safeguarding issues. She knows the signs that indicate children are at risk of harm, including if other people expose children or their families to extreme views. She is clear about the reporting procedures to protect children's welfare.

p.3

should:

n focus plans for professional development more precisely to enhance the quality of teaching n plan and organise group activities more effectively, to engage children fully and

p.3

Setting details

Unique reference number EY560605 Local authority Bromley Inspection number 10190890 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2018. She lives in the London Borough of Bromley. The childminder offers her service all year round from 7.30am to 6pm, Monday to Thursday, except family holidays. She holds a relevant childcare qualification at level 3.

p.5

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 showed the inspector around the setting and explained how she plans and implements the curriculum. n The childminder and inspector carried out a joint observation of an activity. Together, they evaluated the impact of the activity on children's learning and development. n The inspector talked to the childminder about how she supports children's learning and organises her childminding business. n The inspector read written feedback from parents. She interacted with children at appropriate times during the inspection.

p.5

Inspection activities

25 January 2022 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.5

Inspection activities

25 January 2022 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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