Gadd, Kerry

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 arrive at the childminder's home happy and excited. They confidently say goodbye to their parents at the door. Children build strong attachments with the childminder. They welcome her warm embrace into her safe and homely environment. Children settle quickly and make independent choices in their play. They invite the childminder to join them. For example, children dress and feed the dolls and increase their imaginations as they take them for a walk to the park in their buggies.

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The provision is good

Children understand boundaries and expected behaviour. They listen to instructions, use good manners and behave well. Children demonstrate their independence as they complete self-help skills for themselves. They learn about emotions and understand that they need to be kind and gentle as they stroke the childminder's cat. Children regularly participate in yoga, which helps to boost their concentration and benefits their well-being.

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The provision is good

Children enjoy snuggling with the childminder to share stories. They talk about the pictures and recall their favourite parts. They sing together and join in with the actions, which increases their language skills. Children regularly visit places of interest in the local community to broaden their social skills. There are high expectations for all children to reach their full potential.

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need to do better?

n The dedicated childminder gets to know children well from the start. She works in partnership with parents to find out what children know and can do. The childminder plans her curriculum and has a good understanding of how children learn. She incorporates children's interests to help them achieve their next steps. All children make good progress from their starting points and are well prepared for the next stage of learning. n Children are motivated to learn and show great interest in the broad range of activities on offer. For example, they develop their small-muscle skills as they mark make and thread laces. The childminder uses opportunities to develop children's mathematical skills as they play. Children explore colours and textures as they paint. They count scoops as they fill buckets and learn about shapes and sizes as they make sandcastles. n The childminder places a high priority on children's communication and language

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need to do better?

skills. She engages in conversations and repeats words to support pronunciation. The childminder introduces new vocabulary and provides commentary during activities. Bilingual learners are supported to use their home language alongside English during play and routines. This helps to raise their self-esteem and provides children with a greater understanding of what makes them unique.

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need to do better?

30 March 2022 n Parents speak highly of the caring childminder and the service she provides. They say that their children are settled, happy and making good progress. The childminder provides support and advice and communicates effectively. Parents are regularly updated about their children's achievements and next steps. The childminder shares ideas to continue children's learning at home, which enhances continuity in learning. n Children benefit from daily fresh air and physical exercise to strengthen their larger muscles. They are challenged as they manoeuvre ride-on toys with their feet, balance and jump between tyres and practise throwing and catching balls. Children eat nutritious snacks and meals and drink water. They learn about healthy eating, following good hygiene routines and the importance of cleaning their teeth. n Children are supported to increase their understanding of the wider world. They

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need to do better?

watch planes in the sky, listen to birds sing and care for the childminder's cat. Children excitedly collect post as it arrives at the door. The childminder provides explanations and asks questions to increase children's knowledge. However, on occasions, children are not given enough time to think or answer for themselves to consolidate their understanding. n The childminder regularly reviews her practice and ensures her toys and resources keep children motivated to learn. She seeks parents' views and values their feedback. The childminder completes mandatory training, listens to podcasts and keeps up to date with changes in childcare. However, she has identified that more targeted professional development opportunities will help to increase her knowledge and benefit the children in her care.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder uses daily checks to remove any hazards and ensure her home is safe for children to play. Children wear high-visibility jackets on outings and learn about road safety. The childminder practises evacuation procedures in case of an emergency. She limits screen time and talks to children about online safety. The childminder recognises signs and symptoms that may indicate a child is at harm of risk or abuse. She has completed safeguarding training, including the 'Prevent' duty, and knows the procedures to follow if she has any concerns regarding a child's welfare. Suitability checks are in place for adults living in the household.

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should:

n allow children enough time to think and respond to questions during play n increase opportunities for targeted professional development to raise the quality of teaching to benefit the children further.

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Setting details

Unique reference number EY555981 Local authority Bromley Inspection number 10174865 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 1 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She lives in Bromley. The childminder works from Monday to Friday, 8am to 5.30pm, for most of the year, except for her holidays and bank holidays.

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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 provider. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The childminder and the inspector carried out a joint observation and discussed the quality of teaching. n The inspector spoke to parents during the inspection and took account of their views. n The inspector held discussions with the childminder which included safeguarding arrangements and how she evaluates her practice.

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Inspection activities

30 March 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

30 March 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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