Childminder in Greenwich

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children are incredibly happy and excited to attend this inviting setting. They enjoy a wealth of experiences which are thoughtfully planned by the ambitious and passionate childminder. Children remember and talk about what they have been learning with the childminder. For instance, they look at photographs displayed of themselves and relay accounts of the days they have enjoyed. Children are very confident and social individuals who happily point themselves out in the picture as they share their experiences. They seek the childminder for her enthusiastic involvement in their play. Children enjoy a curriculum supported by plentiful resources that appeal to all ages and stages of development.

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The provision is outstanding

Children build close relationships with their peers and the childminder. Routines and expectations for behaviour are embedded into everyday practice. For example, children benefit from expertly planned activities that focus on self-regulation and managing their own behaviour. As a result, children behave exceptionally. They happily share resources, welcoming others and praising each other's achievements. The childminder acts as an incredible role model for respect, warmth and kindness. She teaches children about the effect their actions have on others. Children become skilled at regulating their own behaviour.

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need to do better?

n The childminder has high expectations for all children's learning and development. She ensures that the learning opportunities that she provides are incredibly stimulating, to promote children's interactions with others. For example, children show a great deal of focus and persistence as they play a game designed to develop fine-motor control. Children of all ages are encouraged to wait patiently to take their turn. Children demonstrate remarkably positive attitudes towards learning, as they persevere. n Children enjoy showing off their counting skills as they develop their mathematical understanding. Older children count their matchsticks and compare amounts using associated vocabulary, such as 'more' and 'less'. They enjoy taking their turn and cooperating as they successfully demonstrate their knowledge and skills. Younger children are encouraged to join in and are able to apply their counting skills effectively, during play.

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need to do better?

n The childminder knows the children extremely well. She gathers meticulous information from parents about their children's development and completes her own observations. The childminder encourages children's natural curiosity and enquiring minds. She asks questions that challenge children and extends their vocabulary. For example, children learn about becoming 'architects' and are encouraged to find ways to 'support' their buildings further. n Children who attend dual settings continue to make the best possible progress.

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need to do better?

25 August 2022 The childminder communicates frequently with the other settings. This helps to ensure continuity in children's learning and development. This includes working very closely with the other settings to meet the needs of the children. For example, they each use the same strategies to support independence skills for children ready to start school. n The childminder seeks training to extend her knowledge through a variety of professional development courses. She is passionate about providing new and innovative ways to enhance children's learning experiences. For example, the childminder has her own plot at a local allotment. Children learn about where food comes from and the care needed for it to grow successfully. The childminder meticulously considers her provision so she can provide the best possible outcomes for children. n The childminder plans outings to the local woods and farmyards, to learn about

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need to do better?

the natural world and environments that contrast with their own. The childminder considers children's future experiences and provides opportunities to promote learning about the natural world. These visits extend the childminder's already broad and varied provision. They have a very positive impact on children's confidence and social skills. n Parents could not be happier with the care the childminder provides. They value the vast range of opportunities children have to learn outside the childminder's home. They are thrilled at the rapid progress made, particularly with speech and language development. Parents feel fully informed about their children's learning and development. They are grateful for the support for them at home, not just for children but for their whole family.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder undertakes regular child protection training. Additionally, she has undertaken further training on the risks posed to children specific to her locality. The childminder is extremely vigilant and very clear about the signs of abuse or neglect, and about her responsibility to protect children. The childminder knows who to contact if she has concerns about a child's welfare. The childminder is confident about protecting children from online dangers. She has a range of risk assessments to protect children, and shares information with parents. This helps to keep children safe beyond the childminder's setting.

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Setting details

Unique reference number EY452562 Local authority Greenwich Inspection number 10136737 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 6 Number of children on roll 7 Date of previous inspection 3 March 2016

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Information about this early years setting

The childminder registered in 2012. She lives in New Eltham, in the London Borough of Greenwich. The childminder offers care Monday to Friday, from 7am to 7pm, all year round, except family holidays. The childminder holds an appropriate early years qualification at level 3. The childminder receives funding to provide free early education to children aged two, three and four years.

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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 provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about their intentions for children's learning. n Children communicated with the inspector during the inspection. 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

25 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

25 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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