Penny, Sarah

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 show that they feel safe and settled in the childminder's care. They know where to find their preferred activities and toys in the childminder's well-resourced playroom. They move around freely within the space provided for their use and confidently approach the childminder for support or a cuddle. They take time to feel confident around visitors, but soon settle, for instance, as they talk about a 'storm' outside. They tell the childminder that the thunder went 'bang' and it is 'flashing' through the window. They become fascinated and concentrate well as the childminder calmly reassures them and explains about thunder and lightning.

p.2

The provision is good

The childminder has high expectations of the children and what they can do. Children develop good levels of confidence and independence for their ages. They show good attitudes towards learning and happily play alone or with support. Children sing to themselves as they play, share books and talk about what they are doing. They are learning to behave well and to listen to the childminder's regular reminders to play nicely and be kind to each other. Children are developing the important skills they need for the next stages in their learning.

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need to do better?

n The childminder is reflective and continually thinks about how to improve children's experiences. She shares ideas with other childminders and updates her knowledge to provide a consistently good care and learning environment for children. She did not tell Ofsted about a notifiable matter, as required, but there was no impact on children. n The childminder plans and provides a good variety of activities that meet children's individual learning needs. She follows children's interests, helps them to learn new skills and monitors their progress well. Children are keen to learn, join in willingly and make good progress from their individual starting points. n Overall, the childminder implements her intentions for children's learning well. She encourages children to share, take turns and to be kind to one another as part of developing their personal, social, and emotional skills. She helps them to develop their small-muscle skills, for instance, as they piece together a train

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need to do better?

track. n The childminder supports children's communication and language abilities well. She sings with children, teaches them new words, such as 'wiggly', 'curvy' and 'grooves', as children piece a train track together. Occasionally, she does not ask children more interesting questions to further encourage them to think and respond. n The childminder knows when to intervene in children's play and when to sit back, observe and allow them to explore independently. For example, she observes children as they select a favourite book and then pretend to read and

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need to do better?

8 September 2022 sing a familiar song. Children enjoy books, and the childminder makes a good selection readily available for their enjoyment. n The childminder manages children's behaviour well. She gently and consistently reminds children, who are of a similar age, of safe and kind ways to play and share resources. The childminder effectively explains why some behaviours are not appropriate, but she does not use all opportunities to help children think about how their actions may affect others. n The childminder encourages children to do things by themselves to aid their growing independence. Children help to tidy away the resources, help to set the table for snack and find their own drinks. They develop good independence in readiness for their future lives. n The childminder helps children to learn about good health and hygiene. For example, she encourages them to eat healthy snacks and teaches them to wash

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need to do better?

their hands before eating. She tells them to 'rub, rub, rub to get the germs off.' She helps children to learn about staying safe and healthy. n The childminder works well with parents to share information about their children's learning and to meet their children's needs. Parents report positively about the childminder's service. They feel that the childminder has their children's safety and best interests at heart and allows children to choose what they want to do. The childminder and parents work together to provide consistency of care for children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of the different signs and symptoms that may indicate a child is at risk of harm or neglect. She ensures her safeguarding knowledge remains up to date. She keeps important contact details to hand and knows how to report any concerns about the children's welfare. The childminder uses effective risk assessments to keep children safe wherever they are. For example, she checks her home, the garden and places that children visit to ensure these remain safe. She also ensures children sit safely to eat to avoid the risk of choking.

p.3

should:

n strengthen the use of questioning during children's everyday experiences to encourage them to think and respond n help children to think about how their actions may affect others to further encourage their understanding of positive behaviours.

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Setting details

Unique reference number EY482857 Local authority Bromley Inspection number 10231941 Type of provision Childminder

p.4

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 8 Date of previous inspection 22 September 2016

p.4

Information about this early years setting

The childminder registered in 2014. She lives in Orpington, Kent. The childminder currently provides childcare each Monday to Thursday, from 8am to 6pm, during term time only. She holds a relevant childcare qualification.

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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 her evaluation of the provider. n The inspector viewed the premises and the childminder spoke about how she ensures her home is safe and suitable for children. n Children spoke with the inspector to talk about the weather and their play interests. n The inspector viewed written information provided by parents and older children to take account of their views. n The childminder and the inspector discussed some of the activities provided during the inspection and the impact these had on children's learning. n The childminder provided her records and documentation for the inspector to sample.

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Inspection activities

8 September 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

8 September 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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