Bore, Lorraine Mary Anne

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

p.1

The provision is good

Children are confident, happy and occupied. They have close bonds with the childminder, showing a loving, caring relationship with her. For example, young toddlers return to the childminder for cuddles and reassurance when they are playing.

p.2

The provision is good

Children explore their play environment confidently. They freely play with a good choice of activities. The childminder plans stimulating and exciting experiences to challenge older children's critical thinking. She introduces new experiences for younger children to promote their confidence and positivity in trying new tasks and skills. Children show high levels of concentration and focus during these activities. Children are proud of their achievements and finish their activities to their own satisfaction.

p.2

The provision is good

Children's physical well-being is promoted particularly well. Older children talk confidently about the importance of handwashing and proudly announce that they have been to the toilet themselves and have sanitised their hands. The childminder works closely with parents to move children on in their stages of development. For example, they agree strategies to support children through toilet training. Children experience fresh air and exercise on a daily basis. They explore movement and space when visiting local woodlands and open spaces. Children use outdoor play every day to encourage the benefits of fresh air as well as learn through different environments.

p.2

need to do better?

n Children's learning is enriched through experiences within the local community. They watch the trains, waving to the drivers, linking this form of transport to their parents going to work. They regularly visit garden centres to explore living things and experience shops, cafes and meeting other people. n Children's communication and language are promoted suitably for their stage of development. Older children use complex vocabulary. They talk about using 'potions' in their play. Younger children learn to communicate through gestures, expressions and simple repetitive words and sounds. However, the childminder does not consistently encourage younger children to extend their vocabulary through the questions she uses. She does not consistently support younger children to use correct words or terminology. n The childminder is eager to complete further training and professional development. She updates her knowledge and practice through forums and

p.2

need to do better?

online training courses. She encourages her assistants to keep themselves up to date, particularly with safeguarding procedures. For example, the childminder and her assistant have recently shared their knowledge of protecting children

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need to do better?

15 November 2022 from radicalisation and extremism. n Children are eager to learn. They are curious and intrigued by new experiences. For example, they listen to instructions to find resources that they cannot find, using the childminder's verbal, descriptive clues to follow instructions. Children are proud of their achievements and receive plentiful praise when they find the missing resources. n Children learn to be independent. They learn to put their shoes and coats on, and to hang them up when they return from outings. They use the toilet independently, washing their hands, and sanitise their hands after blowing their noses. This helps children to have the self-help skills in managing their personal needs when moving on to their next place of learning. n Children enjoy each other's company. They form close friendships, learning to share and negotiate in their play. The childminder knows the children well and

p.2

need to do better?

provides challenges to extend their social skills in preparation for going to school. They confidently share their experiences with enthusiasm. For example, older children show younger children their creations, explaining that it is like the tree that they saw in the woods. n Parents make positive comments about the childminder and the service she provides for their children. The childminder shares children's experiences and achievements through daily comments and photos. Parents hear about children's progress and share their experiences from home to provide a consistent approach to children's learning. n The childminder supports children's transitions to their next place of learning by promoting self-help skills. She shares records of children's achievements and their next steps in their learning. She shares information about how each child learns best and their preferences in play. However, the childminder does not

p.3

need to do better?

fully support children's confidence in their new learning environment or new people they will be taught by.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has an up-to-date knowledge of child protection procedures and knows the signs and symptoms of child abuse. She ensures her husband, who works as an assistant, is aware of the latest guidance and procedures to follow. This helps to promote a consistent approach to following up on a concern about the welfare of a child in their care. Children play in a safe and secure environment, freely exploring the play space, both inside and out. The childminder works closely with parents to support children's safety and independence, for example by introducing reins for some children to help them safely extend their experiences when on outings.

p.3

should:

15 November 2022 n enhance younger children's vocabulary and confidence to use their voices to help children to use correct words and speech n support children's confidence further to help them to manage new situations.

p.3

Setting details

Unique reference number 115450 Local authority Bexley Inspection number 10234081 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 16 February 2017

p.5

Information about this early years setting

The childminder registered in 1996. She lives in Sidcup, Kent. The childminder cares for children Monday to Thursday, from 7.30am to 6pm, all year round. She receives funding to provide free early education for children aged two, three and four years. The childminder occasionally works with an assistant. The childminder holds a relevant early years qualification at level 5.

p.5

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 childminder. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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 showed the inspector documentation to demonstrate the suitability of herself and her assistants.

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Inspection activities

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

15 November 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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