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 arrive at the homely setting eager to attend. They confidently say goodbye to their parents at the door, showing they feel safe and secure. Children demonstrate their strong attachments with the childminder and their peers. They welcome each other on arrival and are keen to play together. For example, children choose games to play with the childminder. They understand the rules and follow instructions well. Children take turns to match the food items to their shopping lists and add them to their trolley. They wait patiently for their turns and show excitement when they find what they need. Children count how many cards they have and skilfully work out how many more they need. This increases their counting and number skills.

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The provision is good

The childminder has high expectations for all children. Children learn from the childminder who models expected behaviour and talks to them in a kind and caring manner. They enjoy receiving praise and high fives for their achievements, which helps to raise their self-esteem. Children talk about their emotions with the childminder, which helps them to understand their behaviour and how others feel. As a result, children behave well, use good manners and are kind to their friends.

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need to do better?

n The childminder plans a well-designed curriculum. She collects detailed information from the start and builds on children's existing knowledge and interests. The childminder uses observations and addresses any gaps rapidly. She identifies next steps and provides experiences to help children practise their skills and achieve their goals. All children are well prepared for their next stage of learning. n The childminder supports children well to develop a love of books. Children choose stories, sit with the childminder and listen intently. The childminder introduces the title and author and enthusiastically reads to the children. They join in with the repetitive text and confidently repeat phrases. Children learn that print conveys meaning and predict what is going to happen next. n Children develop strong language and literacy skills. The childminder proactively introduces new vocabulary. She skilfully asks questions and gives children time

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need to do better?

to think and answer. The childminder models language and encourages children to extend their sentences and become confident communicators. Older children learn phonetic letter sounds to support their subsequent moves to school. n Partnerships with parents are strong. The childminder exchanges daily information about children's development and routines. She shares next steps and ideas to continue learning at home. Parents speak highly of the amazing service the childminder provides and the good progress their children make. However, the childminder does not extend partnership working to other settings

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need to do better?

5 May 2022 children attend to ensure consistency of care and learning. n Children learn about their local community and the wider world through first- hand experiences. The childminder teaches children about other cultures. They celebrate different festivals, engage in activities and try new foods. Children visit places of worship and share stories. This helps children learn to respect other cultures and understand what makes them unique. n The childminder promotes healthy lifestyles well. She provides nutritious meals and snacks and talks to children about eating a balanced diet. Children extend their physical skills using apparatus which helps to increase their balance and coordination. Children understand the importance of good hygiene routines, including oral health. n Children are fully supported and encouraged to be independent and make choices in their play. They show a positive attitude to learning and eagerly try

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need to do better?

new activities. For example, children show high levels of concentration as they engage in craft activities and make hats for their roles as a chef. Children increase their fine motor skills as they roll dough to make pizzas and select their choice of toppings. n The childminder evaluates her practice to help her make further improvements. She reviews her activities and seeks feedback from children and parents. The childminder has completed some mandatory training. However, she has not identified other areas of continued professional development to help her increase her knowledge even further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder recognises signs and symptoms that may indicate a child is at risk of harm or abuse. She knows the procedures to follow if she has any concerns regarding a child's welfare. The childminder has completed safeguarding training and has a good understanding of the 'Prevent' duty and wider safeguarding concerns. The childminder ensures her home is free from hazards and safe for children to play. She completes daily checks, maintains registers and supervises children. The childminder teaches children about managing risks and road safety. The childminder has suitability checks in place for all adults in the family home.

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should:

n develop partnerships with other settings children attend to ensure a more consistent approach to care and learning n build on continued professional development to increase knowledge and raise the quality of teaching further.

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Setting details

Unique reference number 2522321 Local authority Bexley Inspection number 10208130 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 3 Number of children on roll 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in May 2019. She lives in Crayford, Dartford, Kent. She offers care from Monday to Thursday, between 8am and 4pm, throughout the year, apart from the childminder's holiday. The childminder provides funded early education for three- and four-year-old children.

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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 her evaluation of the provider. n The childminder and inspector carried out a learning walk together to discuss the childminder's intentions for children's learning. n The inspector spoke to parents and took account of their views. n The inspector held discussions with the childminder about safeguarding and how she evaluates her practice. n The inspector looked at relevant documents, including paediatric first aid, qualifications, insurance and suitability checks.

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Inspection activities

5 May 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

5 May 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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