Childminder in Greenwich

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 pleasure in being part of the childminder's home and have a real sense of belonging. The childminder supports their emotional well-being effectively. New children settle very well into their environment. The childminder provides a well-designed curriculum that meets the needs of all children. She works closely with parents to find out about their children before they start. She uses this information well to establish care routines that meet children's individual needs.

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The provision is good

Children build on their mathematical and communication skills. Children talk about the animals in the story, naming them, and discuss how many they can see. The childminder engages in children's play and introduces them to new words. For example, when playing with the cars, she uses words such as 'under', which younger children repeat. The childminder skilfully asks children relevant questions and gauges their response to find out what children know. She uses this information to plan what children need to learn next.

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The provision is good

Children are confident to explore and make independent choices from a very young age. They seek the childminder for reassurance or cuddles as they play. They have developed very strong bonds with the childminder and feel extremely safe and secure in her care. Children behave well and learn how to compromise. They demonstrate their understanding of sharing toys and whose turn is next.

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need to do better?

n The childminder wants children to become independent and confident learners. She supports them to learn how to express themselves and be kind to other people. Children enjoy playing in an enabling and safe environment. The childminder listens to and values their views and ideas. The childminder teaches children to understand the behaviour expectations, helping them to understand what is acceptable and what is not. n The childminder focuses on developing children's communication and language skills, and she follows their interests. Children make independent choices about what they wish to play with. When reading stories, the childminder supports younger children with sounds, turning pages and lifting flaps in the book. Older children are invited to talk about the pictures they see and predict what could happen next. Children develop a love of books and are well supported with their communication and literacy skills. Children demonstrate positive attitudes

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need to do better?

towards learning. n The childminder plans her routines for children purposefully to ensure that children are meaningfully engaged at all times. For example, when younger children are having a nap, the childminder uses the opportunity to teach older children how to make a model out of construction resources. In addition, when

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need to do better?

16 March 2023 children play together, the childminder skilfully adjusts her teaching. This helps to meet the developmental and learning needs of children and positively contributes to their ongoing progress. n Children learn about the community they live in and the importance of valuing others. The childminder takes them regularly to local playgroups and libraries and teaches them to respect others. This helps them to engage with other people in the community and extend their learning opportunities. She carefully plans her outings with the children in mind, ensuring that they will benefit from activities such as these. n The childminder provides children with a range of nutritious and balanced meals. She ensures that she takes all their dietary requirements into account. She discusses with children the benefits of eating a balanced diet and the positive impact this has on the body. Older children are independent in their self-care

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need to do better?

practices. They wash hands, use the toilet and wipe their nose independently. However, the childminder does not use daily routines effectively enough to support children's independence skills further. n The childminder establishes effective partnerships with parents from the outset. She gathers information from parents when children start. This helps her plan the settling-in process for the children. The childminder ensures that there is a two-way flow of information. This helps her to identify children's next steps in learning and put plans in place to close any gaps, if needed. Parents comment that they are very happy with the quality of care and experiences their children receive.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her role and responsibility to help keep children safe. She regularly assesses her home to ensure it is safe and suitable for the children attending her provision. The childminder helps children to learn about how to stay safe. She reminds them the importance or tidying up so that there are no trip hazards. She completes regular training to keep herself up to date, including her safeguarding knowledge. She is aware of the things that could make her unsuitable to work with children. The childminder knows which agencies to contact if she has a concern about children's welfare.

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should:

n review and develop daily routines, such as mealtimes, to further build on children's independence skills.

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Setting details

Unique reference number EY401566 Local authority Greenwich Inspection number 10275758 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 2 Date of previous inspection 3 July 2019

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Information about this early years setting

The childminder registered in 2009 and lives in the Royal London Borough of Greenwich. She operates all year round, from 8am to 6pm, Monday to Friday. The childminder holds a relevant early years qualification at level 3.

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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 her evaluation of the provider. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years curriculum. n The inspector made observations throughout the inspection of children's experiences in the setting and assessed the impact that these were having on children's learning. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke to the inspector about their experiences in the setting. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

16 March 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

16 March 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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