Mahon, Kylie

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Inadequate

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The provision is good

Children thrive in the well-organised and stimulating learning environment. They engage with a good variety of resources for their different ages. Children use these in their play and the childminder joins in to support their development across different learning areas. Children thoroughly enjoy sensory play and talk about the different textures. This helps them use and develop their communication skills.

p.2

The provision is good

Children experience a wide range of learning opportunities because the childminder and her assistant take time to get to know them well. Due to the pandemic, some children have spent less time in the local community. Children benefit from the childminder's curriculum thinking that she tailors to meet their needs. For example, all children get opportunities to become familiar with their local community and enjoy outside play daily.

p.2

The provision is good

Children are happy and feel secure in this setting. They settle in well and build great relationships with the childminder, her assistant and the other children. Older children develop skills they need for their move to school. They are independent and like to help the younger children. All children are becoming confident learners. They enjoy exploring and trying new things, which will help them when they start attending school.

p.2

need to do better?

n Since the last inspection, the childminder and her assistant have made some significant improvements. The childminder recognises the impact the adult-to- child ratio has on the quality of interactions with children. The childminder and her assistant have completed a variety of training to address the gaps in their knowledge. However, there is room to develop their skillset and practice further to continuously enhance the quality of care and teaching. n The childminder and her assistant ask children questions that help them think. They provide a running commentary as children play. This especially helps younger children to hear and understand words. For example, when children point to the birds during an outing, the childminder says 'bird' and encourages them to repeat back to her. Children develop their vocabulary as they respond and copy the word. n Children listen to the childminder and learn good manners, such as saying

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need to do better?

'please' and 'thank you'. They play respectfully with their friends, share their ideas and take turns. The childminder adopts a positive and supportive approach to children's behaviour. When children get upset, she gets down to their level to help them manage their emotions and those of their friends and comforts them. n The childminder provides children with different activities that ignite their curiosity and stimulate them to explore. Children are amazed when they roll cars

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need to do better?

10 February 2022 in paint and see the different prints they leave on the paper. The assistant extends their learning by making links to the patterns and introducing the names of shapes. Children make marks and learn about cause and effect and mathematical language in a playful way. n The childminder supports children's healthy lifestyles. She encourages them to be active and helps them to develop good personal hygiene. The childminder thinks carefully about the meals she provides so these are nutritionally balanced, overall. However, she does not consistently encourage children to make healthy choices, including looking after their teeth. For example, some children do not eat fruit and vegetables or like to drink water. n Children develop good early literacy skills. They enjoy story time and listen attentively to the childminder. She uses exciting voices when reading, which encourages children to develop a passion for reading. They ask for new books

p.2

need to do better?

and stories. n The younger children develop their senses and their hand-to-eye coordination while they explore rice. They scoop it up and pour it out, and listen to the sound it makes, like rain.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant understand their responsibility to provide children with an age-appropriate, safe and secure learning environment. They complete daily risk assessments to remove or minimise any hazards. This helps to ensure all resources, areas of the home, including the garden and the places they visit are safe for children. The childminder and her assistant have completed safeguarding training to help become familiar with a wide range of safeguarding issues. They discuss the steps they would take if they had a concern about a child. This includes the risks to children from exposure to extreme views or behaviours. The childminder knows how to report any allegations about herself or another adult in the household to the relevant authorities.

p.3

should:

n enhance the teaching of healthy lifestyles to help children understand why it is good to have a healthy and balanced diet n seek ways to strengthen practice to continuously raise the quality of care and learning.

p.3

Setting details

Unique reference number EY562246 Local authority Bexley Inspection number 10204365 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 5 Number of children on roll 9 Date of previous inspection 26 July 2021

p.4

Information about this early years setting

The childminder registered in 2018 and lives in the London Borough of Bexley. She provides care from Monday to Friday, throughout most of the year. The childminder receives funding to provide free early education for children aged two, three and four years. She works with two assistants.

p.4

Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. 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 interactions between the childminder, her assistant and the children, and assessed the impact this has on children's learning. n The inspector spoke with the childminder at appropriate times throughout the inspection. n The inspector reviewed relevant documentation, including the paediatric first-aid qualifications of the childminder and her assistants. n The inspector sought the views of carers and took these into consideration.

p.4

Inspection activities

10 February 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.

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Inspection activities

10 February 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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