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 are very confident and at home in the childminder's setting. They have close bonds with the childminder and are quick to gain reassurance, especially when faced with different people and new situations. The childminder supports their confidence well by introducing new social situations, such as toddler groups and playing with large groups of peers. This especially supports children who have not experienced large social activities due to COVID-19 restrictions.

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The provision is good

Children develop effective relationships with their peers. They learn to negotiate and cooperate in their play. When they are on their own with the childminder, they share equipment and invite the childminder into their play. They show a clear, developing understanding of the boundaries and rules of play.

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The provision is good

The childminder knows the children well and recognises how each child learns. She adapts play environments to meet their developmental needs. She uses their interests and how they learn to introduce new experiences to help them move on to their next stage of learning. Children are eager to learn and show enthusiasm to explore new play situations.

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need to do better?

n Children develop effective communication skills by modelling their speech on the childminder's. She introduces new vocabulary and simple, single words for very young children. She encourages repetition to support their use of new words and sounds. Young children thoroughly enjoy songs that help to support their enthusiasm to communicate. Young children communicate well through gestures and expressions to help express their needs. n The childminder is passionate about celebrating children's individuality and home life. She encourages children to share their cultural heritage, their home language and their own personalities and character. She provides plenty of positive images for children to understand about the world they live in. They learn to reflect and respect other children's backgrounds. n The childminder has a positive attitude towards her ongoing professional development. She attends online training to update her knowledge and to learn

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need to do better?

about new practices and strategies in relation to children's individual needs and development. She has a close support network with other childminders to share good practices. She has some communication with other settings that children attend. However, she does not extend this communication to purposefully promote a consistent approach to children's learning. n Children learn about mathematical concepts throughout their play. The childminder uses mathematical language to describe their position. For example, children explore space and finally climb through the space to see if their bodies

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need to do better?

1 August 2022 fit. n Children explore space and movement to help develop their physical skills. They use large and small movement. The childminder recognises that some children learn through their movements. She links their interest into their ongoing development by introducing natural materials, such as water. Children extend their movements and the strength in their muscles by splashing, patting water, lifting and carrying buckets with water and tipping the water tray over. They explore further movements such as balancing on scooters and climbing on and off ride-on toys, challenging their physical skills further. n The childminder promotes positive partnerships with parents. Parents make positive comments about the care and learning that their children receive. They state that they gain support from the childminder and that children play in a safe and clean environment. Parents are happy with the effective forms of

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need to do better?

communication between themselves and the childminder. This helps to promote consistent approaches to children's learning. n Children learn to be independent in their play. From an early age, they recognise where things belong and when to use them. For example, young children remove their shoes when they enter the house and put them away by the front door. They are quick to retrieve them and attempt to put them back on, so that they can play in the garden. The childminder promotes children's hygiene practices well. She sings and counts with them as they wash their hands to encourage children to wash them effectively.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a robust knowledge of how to protect children from harm. She knows what to do if she has a concern about a child in her care. She has a clear knowledge of the signs and symptoms of child abuse. Children play in a safe and secure environment. They confidently explore space. The childminder adapts the space to ensure children can play and extend their play whenever and however they want. The childminder takes children on outings and adapts the form of transport to enrich children's experiences. She makes sure safety is taken into consideration wherever she takes them to promote their understanding of keeping themselves safe.

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should:

n develop effective professional relationships with other settings that children attend, to support children's ongoing development journeys.

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Setting details

Unique reference number EY554354 Local authority Bexley Inspection number 10174429 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 5 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in the London Borough of Bexley. She operates on Monday, Tuesday, Thursday all day and Friday morning, all year round.

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Inspection activities

n This was the first routine inspection the provider 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 provider. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

1 August 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

1 August 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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