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 Good

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The provision is good

Children are happy and settled. They develop positive relationships with the childminder. Children are curious. The safe environment provides opportunities for children to freely explore and select resources. Children are focused as they sit and draw, demonstrating good pencil control. Children give meaning to the marks they make. They explain the different parts of a bus, such as where the driver sits and where to tap your card for payment.

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The provision is good

Children's behaviour is good. develop. They close friendships with their peers. They show care and concern for each other. The childminder is a positive role model to children. When children struggle to take turns, the childminder plays alongside them and reminds them when it is their turn and when they must wait.

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The provision is good

The childminder has high expectations for children. Children are reminded to say 'please' and 'thank you'. Independence is promoted. Children share their ideas and opinions with others, learning that their contributions are valued.

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The provision is good

Children who speak English as an additional language are well supported to access all areas of the curriculum. The childminder communicates with children in their home language, which helps them to feel understood and supported. Keywords are taught in English to enable children to build their vocabulary.

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need to do better?

n The childminder knows children well. Children's starting points are obtained when they first start. Through observation, the childminder monitors what children know and can do and what they need to learn next. Children are well prepared for the next stage of their learning. n Children's communication and language skills are skilfully promoted. The childminder uses repetition to help children remember words for familiar objects. The childminder talks to children as they play and ensures that they hear a wide range of vocabulary. Instructions are given in children's home language and English so that they begin to widen their understanding of the English language. n Children begin to develop a love of books and reading. They independently select books and sit reading them, animatedly laughing at images they find funny. As the childminder reads with them, children listen intently. They point out objects of interest on the page and repeat familiar words and phrases.

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need to do better?

n Occasionally, the childminder is too quick to provide children with solutions rather than letting them solve problems independently. For example, when children get out building bricks and say they want to build a train, the childminder responds, 'Let me do that for you.' When children miscalculate a given number of objects, rather than asking them to try again, the childminder

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need to do better?

18 April 2023 asks, 'Are you sure?' She then provides the correct answer straight away. n The childminder provides children with praise and encouragement, which enables them to develop a positive sense of self. As children hold up their pictures, the childminder exclaims that they are 'wonderful'. Children look back at their work and proudly reply, 'Yes, it is wonderful.' n The childminder teaches children about healthy eating through providing nutritious meals and snacks. Children have daily opportunities to be physically active daily. For example, they go for walks around local green spaces and visit parks. The childminder works in partnership with parents to promote good oral health and encourages regular visits to the dentist. n The childminder promotes British values in the setting and celebrates the diversity of all children. The childminder shares her own background with children as they decorate eggs for Orthodox Easter. Children learn about the

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need to do better?

world around them through stories and art and craft activities. Children learn the importance of listening to others and being respectful. n Partnership with parents is effective. Parents value the level of communication and feel well informed of their children's learning and development. Parents describe the childminder as 'kind', 'friendly' and 'professional'. n The childminder is reflective. She seeks regular feedback from parents and continues to look at ways to enhance her own practice. The childminder has continued to access training to invest in her own professional development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has kept up to date with safeguarding training. Therefore, she has a clear understanding of the different categories of abuse and how to protect children from harm. The childminder understands the importance of recording information accurately and making timely referrals. She has procedures in place for monitoring children's attendance. She understands the importance of monitoring regular patterns of absence. The childminder understands the procedure to follow should an allegation be made against herself or anyone in her household. The childminder ensures that any outings or trips taken are risk assessed and parental permission is sought.

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should:

n allow children opportunities to solve problems independently before providing support, to raise children's learning to a higher level.

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Setting details

Unique reference number EY490494 Local authority Bexley Inspection number 10280423 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 11 Number of children on roll 6 Date of previous inspection 19 September 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Abbey Wood, in the London Borough of Bexley. She operates from Monday to Friday for most of the year. The childminder holds qualified teacher status. She provides funded early education for eligible children.

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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 childminder and has taken that into account in their evaluation of the setting. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed the interactions between the childminder and the 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

18 April 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

18 April 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

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