Childminder in Bromley

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 are settled in this friendly and safe home-from-home environment. They develop strong and positive relationships with the childminder. The childminder knows the children and their families well. The children are engaged with a range of activities. Next steps are based upon children's personal interest and build upon previous skills and experience. The children make good progress from their starting points. Children are confident. They are encouraged to be independent. They take off their own coats and shoes upon arrival and cut their own fruit during snack time.

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The provision is good

Children's behaviour is good. The childminder uses praise and models expected behaviour well. For example, when the children tidy up, the childminder helps. She gives children positive praise as they place toys away in the toy boxes. The childminder supports children when learning routines by using a visual timetable. This helps the children to feel secure. The children enjoy weekly outings to the local woods and playgroups where they socialise with other children. This helps the children to become confident in larger social situations and explore the local community.

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need to do better?

n The childminder has a clear vision of what she wants the children to learn. The curriculum is based on the children's individual interests and next steps. This allows all children to access the curriculum and make sufficient progress. Learning is well sequenced. n The childminder encourages an early love of reading. Children enjoy a range of stories and songs throughout the day. The childminder uses a range of props to engage the children in meaningful conversations about stories. For example, a child is reading a story about dinosaurs. The childminder uses toy dinosaurs and encourages the child to point out similarities and differences. She models language such as 'Tyrannosaurus rex' and 'triceratops'. n The childminder creates a language-rich environment. She introduces the children to new vocabulary such as 'blunt' and 'serrated' when teaching knife safety at snack time. The childminder encourages children's thinking by asking

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need to do better?

questions, giving children the time to respond. She models language and turn- taking in conversation. n The childminder offers children praise and reassurance to build their self- esteem. For example, when a child was planting seeds, the childminder encouraged and praised the child. The childminder reassured the child when water was spilt. She helped the child to mop up the water and encouraged the child to 'have another go'. However, children occasionally grow disinterested due to the waiting times between activities.

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need to do better?

21 February 2023 n The childminder encourages children to use mathematical language during play. When a child flips a paper pancake in a pan, the childminder helps the child to count the flips. The childminder encourages the children to identify 'big' and 'small' when playing with toy animals. n Children are taught about healthy eating and lifestyles. Children enjoy exploring a range of role-play fruits and vegetables. They practise cutting the fruit and vegetables with wooden knives. The children also learn where vegetables come from by using a range of books and planting seeds. n The childminder creates opportunities for children to learn about different cultures and identify similarities and differences. Children are encouraged to discuss countries they have visited. The childminder takes time to learn about the children's cultures. They share photos and create self-portraits, discussing their similarities and differences.

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need to do better?

n Parent partnership is effective. Parents are aware of children's next steps. They are happy with the regular feedback they receive from the childminder. The childminder evaluates practice through parent and child questionnaires and adapts practice in response to feedback. n The childminder is committed to her professional development. She has undertaken a range of courses which help her to better support the children in her care.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of her role in keeping children safe from harm. She undertakes regular training to ensure her safeguarding and paediatric first-aid knowledge is up to date. The childminder is aware of the signs and symptoms of female genital mutilation and neglect. She knows how to escalate any safeguarding concerns and where to seek advice if needed. The childminder teaches the children about knife safety when eating. She is aware of what is happening in her local community.

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should:

n reduce waiting times between activities to ensure that children remain engaged.

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Setting details

Unique reference number EY486945 Local authority Bromley Inspection number 10264379 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 14 Date of previous inspection 13 June 2017

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Information about this early years setting

The childminder registered in 2015. She lives in Bromley, Kent. She operates from 8am to 6pm Monday to Thursday, all year round, excluding bank holidays and family holidays.

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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 childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder spoke to the inspector about her intentions for the children's learning. n The inspector observed the interactions between the childminder and children. n The inspector sampled written feedback from parents to gather their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

21 February 2023 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

21 February 2023 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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