Childminder in Greenwich

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 are content and secure. The childminder values each child highly. She takes time to settle children in by getting to know them, their interests and home routines. The childminder provides activities and routines that children enjoy. They settle well. Children have warm, happy relationships with the childminder.

p.2

The provision is good

Children learn to share and to take turns, for example, by playing simple ball games with the childminder. They develop skills to do things for themselves. For instance, they select toys and resources of their own choice. Children learn to put on and take off their shoes and coats. They learn to respect themselves and others from different races and cultures. For example, the childminder sings songs from around the world and prepares international meals for children to try. She talks about and celebrates special events in cultural or religious calendars. Children act in positive ways. The childminder is gentle and fair in the way she manages children's behaviour. She shares her expectations with children and explains why some behaviour is not acceptable. The childminder has high expectations of each child.

p.2

The provision is good

The curriculum is wide and varied and children learn useful skills in preparation for school.

p.2

need to do better?

n The childminder provides a good range of stimulating activities covering areas of learning. She observes children closely to make sure that tasks are suitably challenging. Children make good progress. n Children have good opportunities to develop their creative skills. For example, they play different musical instruments and learn the sounds they make. Children make marks on paper using crayons and pencils. They enjoy exploring textures of different materials. This supports their creative development effectively. n Children learn about different emotions. For example, the childminder sings songs about emotions and reads stories where children learn the names of different feelings. This helps children to gain understanding of their emotions and promotes their well-being. n The childminder teaches children good early mathematical skills. For instance, she sings number songs and rhymes to help children to get familiar with

p.2

need to do better?

numbers. She helps them to count securely, for example, as they play with bricks. The childminder teaches children the names of different shapes they see around them. This supports children's early mathematical development. n The childminder works well with parents. She gives parents daily feedback on children's progress and suggests ways that they can support children's learning

p.2

need to do better?

25 May 2022 at home. n The childminder is keen to keep her skills and knowledge up to date. For instance, she has attended a range of courses. This includes a course on supporting children's speech and language development, which has begun to make improvements in this area. n The childminder supports children's physical development well. For example, they enjoy learning to roll around in a ball pool and learn to crawl through tunnels. The childminder takes children to the park each day where they practise a range of skills, such as running, balancing and climbing. Children develop small-muscle control in a range of ways, including drawing and painting where they learn to hold and control crayons and paintbrushes. n The childminder helps to develop children's musical expression. For instance, she provides a range of instruments for children to use. They explore different sounds and the childminder teaches them names of the instruments.

p.2

need to do better?

n Overall, the childminder supports children's communication, language and literacy skills. For instance, she reads a variety of books to children and sings different songs and rhymes. This helps children to learn new words. However, at times the childminder does not give children time to think and respond to questions to support their language and thinking skills. n Overall, the childminder helps children to gain some understanding of the world. However, she has not fully developed their understanding in this area, particularly how things grow.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder gives full attention to children's safety. She is vigilant to any signs that a child could be at risk of abuse. The childminder knows how to identify and report concerns to protect children from harm. The childminder is aware of the signs and symptoms that could suggest that a child could be at risk of extreme ideas or behaviours. She knows how to report her concerns to the relevant agencies to protect children from harm. She keeps her home safe and clean. The childminder carries out daily checks covering all areas in her home to reduce the risk of hazards.

p.3

should:

n give children more time to think and respond to develop their language and thinking skills further n develop children's understanding of the world further, particularly how things grow.

p.3

Setting details

Unique reference number 2513824 Local authority Greenwich Inspection number 10221437 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 7 Number of children on roll 1 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2019. She lives in Abbey Wood in the London Borough of Greenwich. The childminder provides care for children from Monday to Friday, all year round except on public bank holidays. She accepts funding for free early years education for children aged two, three and four years.

p.4

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 provider and has taken that into account in their evaluation of the setting. n The childminder talked to the inspector about how she organises her provision and her curriculum intent while they viewed the premises. n The inspector observed an activity and evaluated this with the childminder. n During the inspection, the inspector spoke to the childminder and children at appropriate times. n The inspector observed the interaction between the childminder and children and discussed their progress. n The inspector read and considered written comments from parents during the inspection.

p.4

Inspection activities

25 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.

p.4

Inspection activities

25 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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