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 are happy and settled and are making good progress in their learning and development. The childminder gets to know the children individually. Children form affectionate bonds with the childminder in this safe and nurturing environment. This helps her to assess and plan accordingly to children's interests and what they need to learn next. Children respond to the childminder's positive approach. Children are keen learners and are gaining high levels of self-esteem.

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The provision is good

Children behave well. They enjoy the warm praise which the childminder offers. For example, children smile widely as the childminder praises their achievements, such as young children standing independently before using the push a long walker. The childminder is a positive role model which helps children to understand positive behaviours they should display. Children are developing their independence as they feed themselves and learn to put shoes and coats on ready for the garden.

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The provision is good

Children learn about the world around them. They benefit from taking part in lots of local activities, such as visiting local community gardens, parks or playgroups within the community. This helps children to feel part of their local community. Children also learn about the wider world. For example, they help tend local allotments and enjoy regular sessions at the local forest school. This supports children to develop their understanding of the world.

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need to do better?

n The childminder routinely observes children's development and assesses what they know and can do. She uses their interests and general conversations to extend their learning. She includes parents in her initial and on-going observations of children's learning. She finds out from parents their children's routines, what they like and their abilities, before they start and at regular times throughout the year. This helps her to plan a curriculum, so that children build on their skills in a way that suits them. All children make good progress from their starting points. n Children benefit from child-led activities and well-resourced, adult-led activities. However, these do not always fully engage children as the childminder does not always plan for the children's ages and stages of development. For example, during a colour-mixing activity with paint, children become easily distracted and rely heavily on the childminder to complete the activity.

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need to do better?

n Communication and language are supported well. For instance, the childminder engages in conversations with children throughout the day and skilfully asks them open-ended questions at appropriate times during activities. Young children, including those with English as an additional language, use sign language and gesture to support their communication. Children enjoy regular

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need to do better?

20 April 2023 story time and singing songs and rhymes. n The childminder incorporates mathematics into the daily routines of the setting. She encourages mathematical language as she explains the bubbles are floating 'higher and higher', and talks about size, as children eagerly look for aeroplanes in the sky. She supports children to count and name different shapes to print. n The childminder is a good role model. She actively joins children during their play and supports them to be creative. However, the organisation of some activities and mealtimes means children sit waiting for too long. Therefore, children are waiting for extended periods of time because the childminder does not tailor fully the routines to children's needs. n The childminder supports children to make healthy choices and follow a healthy lifestyle. They enjoy developing their physical skills as they push dolls in buggies and push-along toys around the garden.

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need to do better?

n Parents speak positively about the childminder. They comment that they can see the progress their children are making. She keeps parents informed about their children's progress and how they can continue their children's learning at home. This approach is successful in ensuring that children continue to thrive in their learning. n The childminder is enthusiastic and enjoys her role. She conducts independent research to further support children in her care. She reflects on her practice, seeking the views of parents and children on how to improve. This helps her to provide a good-quality service.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is proactive in ensuring that children are always safe. She understands her duties around caring for children. Her safeguarding knowledge is strong, and she is aware on how to make referrals if necessary. The childminder has strong relationships with children and their families. Children are encouraged to behave and play in a kind and safe manner. The childminder teaches children about road safety and to be aware of what they can touch during woodland sessions. The childminder completes regular risk assessments of her home and other places the children visit.

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should:

n review how activities are planned to ensure they reflect children's ages and stages of development n refine the organisation of routines during the day to minimise waiting time for children.

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Setting details

Unique reference number EY331285 Local authority Greenwich Inspection number 10280095 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 6 Number of children on roll 4 Date of previous inspection 7 September 2017

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Information about this early years setting

The childminder registered in 2006. The childminder lives in the London Borough of Greenwich. She offers her service from 8am to 6pm, Monday to Friday, all year round. The childminder receives funding for the provision of free early education for children aged two, three and four years. The childminder 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 childminder and has taken that into account in their evaluation of the setting. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views about the childminder with the inspector. n The inspector sampled relevant documentation including first-aid qualification and suitability of household members.

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Inspection activities

20 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

20 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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