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 warmly greeted by their friends and the childminder. They show that they feel happy, safe and secure. Children are independent and choose from a wide range of resources. They are focused and curious during activities. For instance, during a creative activity, young children spoon rice skilfully into a sock to build their own caterpillar. Older children count how many eyes and legs they want their caterpillar to have. Children develop their early mathematical skills. The childminder has high expectations for all children. Children have a good understanding of how to keep themselves safe. For instance, they walk in pairs to school and know they need to pay careful attention to the roads. Children's behaviour is good.

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The provision is good

All children, including children with special educational needs and/or disabilities, make good progress from their starting points in development. They are confident to express their wants and needs to the childminder. For example, young children choose from a broad selection of books and are keen to listen to the childminder read them. Children develop their literacy skills. For instance, they are eager to write their name on their work. Children receive positive praise for their own achievements. This helps to build their self-esteem.

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need to do better?

n The ambitious childminder works closely with her assistant. She evaluates her provision and considers areas of development. For example, the childminder and her assistant have attended a training course to build on their understanding of children's mental health. As a result, the childminder uses a 'worry monster' to give children the opportunity to discuss and write down what they are worried about. This builds on children's confidence and well-being and helps the childminder to identify any additional support which individual children may need. n The childminder is aware of the impact that the COVID-19 pandemic may have had on children's language development. She uses her curriculum to support children's communication and language skills well. For example, the childminder holds the book up when she is reading and encourages children to identify the different things they can see. However, on occasions, the childminder and her

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need to do better?

assistant do not provide the correct pronunciation of words to enhance children's speaking skills. n Children have regular opportunities to be physically active in the garden to help promote their good health. They move freely and confidently around the inside and outside spaces to extend their learning. For instance, older children extend their imaginations as they share toys and add resources from inside to their outside play. Young children skilfully coordinate their arms and legs on the small

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need to do better?

16 May 2023 climbing wall. n Children have lots of opportunities to explore nature and the wider world. For example, they watch caterpillars change to butterflies. They comment that caterpillars go in a cocoon when they look at pictures of the life cycle of a butterfly. n Parents speak highly of the care their children receive. They appreciate the daily updates and photos. Parents comment on the wide range of activities on offer and how flexible the childminder is to support children's needs. For instance, during the school holidays, older children go to the cinema while young children visit the soft-play centre. This helps to build on children's social skills. n The childminder and her assistant know children well. They use their observations to plan a curriculum that considers children's stages of development. The childminder has a clear vision of what she wants children to know and achieve. However, parents would appreciate information about the

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need to do better?

menu for the week to help them plan at home. In addition, parents do not consistently receive information about their children's next steps in development to support them to strengthen their children's learning at home. n The childminder creates a stimulating environment that encourages children to be inquisitive. For example, children use all their senses as they explore messy play outside. The childminder supports children to listen to the changes in sounds and observe the different textures when they mix cereal, slime, water and sand. This helps children to build on their fine motor skills and learn about cause and effect.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have a secure knowledge of safeguarding. They know the signs and symptoms of abuse and neglect. The childminder knows what action to take if she has any concerns about children's safety or well-being. This includes if a child is at risk of issues such as radicalisation and domestic abuse. The childminder and her assistant are aware of what to do should an allegation be made against an adult. The childminder carries out risk assessments of her home and when they go on trips. She ensures that children are supervised at all times. This helps to keep children safe.

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should:

n model and teach children the correct pronunciation of words to enhance their speaking skills n build further on partnerships with parents to help to support children's learning at home.

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Setting details

Unique reference number EY493348 Local authority Bexley Inspection number 10288964 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 14 Date of previous inspection 7 November 2017

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Information about this early years setting

The childminder registered in 2015 and lives in the London Borough of Bexley. She operates all year round from 7.30am to 6pm, Monday to Friday. The childminder and her assistant hold childcare qualifications at level 3. The childminder provides funded early education for two-, three- and four-year-old 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 provided the inspector with a sample of key documentation on request. n The childminder talked to the inspector about how she organises her setting and her curriculum intent. n The childminder and the inspector had a learning walk together and discussed the early years curriculum. n The inspector and the childminder observed the assistant during an activity and evaluated this together. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning.

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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

16 May 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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