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 Good

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The provision is good

Children develop extremely strong social skills at the childminder's well organised, safe and welcoming home. Babies show that they feel secure as they cuddle into the childminder. They snuggle down to sleep contently and wake up refreshed and happy. Pre-school children are very gentle towards toddlers supporting them with praise and encouragement as they play. Older children are considerate towards younger children when they return from school. These highly positive interactions support children to build confidence as they prepare for their eventual move on to school.

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The provision is good

Children have a positive attitude to learning as they play and explore confidently and talk with pride about the wide range of resources they enjoy using inside and outside. They have active imaginations, and the childminder makes good use of opportunities to extend their learning when they are excited and enthusiastic. Children develop physical skills as they ride on pedal cars and imaginatively talk about 'riding around lava'. The childminder draws with chalk to create a circle for them to skilfully ride around, drawing on their ideas and challenging them further.

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The provision is good

The childminder has high expectations for the children and uses praise and encouragement to motivate them. When drawing shapes and patterns, she encourages children to think things through and use their imaginations. Children respond by drawing circles, calling them 'water to dip into' and create shapes that they say 'look like letters' as they talk about how they can 'loop the loop'. Children talk with confidence and delight during the incidental conversations that lead to deeper thinking.

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need to do better?

n Relationships throughout this setting are warm, trusting and very well established. Parents talk about how flexible and supportive the childminder is and how well their children have progressed in their development since attending her provision. They value how the childminder remained open during the pandemic, providing a reliable service for children of key workers. The childminder kept in touch with other families throughout and this helped children to settle quickly into her care when they returned. n The childminder identifies that some children need specific help with their listening skills. She recognises that children became more exposed to technology during the pandemic and organised her curriculum to focus on children's listening skills. Children enjoy identifying sounds when playing games and are able to listen carefully to distinguish sounds in the environment. The childminder encourages lots of discussion with children, extending their vocabulary further

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need to do better?

by listening for new sounds during walks to a local school. This targeted support

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need to do better?

24 June 2022 enables children to catch up in their learning and make good progress in their communication and language skills. n Children are very friendly, confident and independent. They introduce themselves to visitors and talk with enthusiasm about their time with the childminder. Pre-school children are self-assured when managing their toilet needs and talk about the importance of washing their hands. They independently put on their shoes before playing outside. It is clear that the childminder has enabled children to manage these tasks through patience, praise and encouragement. These valuable skills help children to cope when they move on to school. n Children benefit from the range of creative activities available to them. They express themselves freely through role play, dressing up, arts and craft activities. They have a wealth of choice of what to play with and cooperate with one another continuously.

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need to do better?

n The childminder is a positive, kind and respectful role model. Children are very well behaved and learn how to be kind and respectful to others as a result. n The childminder manages her setting well and has attended some training courses since her last inspection, including behaviour management and how to support children with special educational needs and/or disabilities. However, she does not have a clear plan in place for her own continuous professional development and there is scope for her to focus more precisely to drive improvements even further. n Overall, the childminder has a clear understanding of what she wants children to learn and places a very strong focus on children's social skills, confidence and school readiness. She talks passionately about children developing confidence. This is evident, from the youngest children who learn each others names, to the oldest children learning to speaking confidently in a group and building social

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need to do better?

skills over time. However, there are some aspects of the curriculum, such as introducing letters to very young children, where she is less clear about her intentions.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is clear about the procedures to follow should she be concerned about a child in her or her co-minder's care. She describes the type of things that would make her think a child could be at risk of harm. She knows how to seek help from outside agencies if needed. The environment is safe and secure; risk assessments are carried out regularly. There are suitable arrangements in place to ensure that adults know which children they are caring for and who they have collected from school. The good support for children's communication and language enables children to express their needs and keep themselves safe.

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should:

n develop a firm and consistent understanding of the curriculum intent, reflecting on the purpose of what children are introduced to and what this means for practice n develop focused and effective professional development to identify what areas of practice could be improved, and to strive for the best teaching of the curriculum.

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Setting details

Unique reference number EY480659 Local authority Bexley Inspection number 10219853 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 4 Number of children on roll 16 Date of previous inspection 30 August 2016

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Information about this early years setting

The childminder registered in 2014. She works alongside another childminder and is located in Bexley, Kent. The childminder is available to work each weekday, from 7am to 6pm, and operates her service for most of the year. The childminder receives funding to provide free early education for children aged three and four years.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures it is safe and suitable. n Children spoke with the inspector during the inspection and shared their experiences of their time with the childminder. 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 quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents and carers shared their views of the setting with the inspector via written feedback. n The inspector observed the quality of care practices, such as children's sleep time.

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Inspection activities

24 June 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

24 June 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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