Brient, Diane Jane

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

The childminder creates a warm, safe and welcoming environment. As a result, children settle quickly and are happy and confident within the setting. Children form strong attachments with the childminder. They climb onto her lap for a cuddle as they transition between the activities on offer. The childminder has designed a curriculum for children that follows their current interests and needs. Children are focused on their play, and they show high levels of concentration and engagement when completing tasks.

p.2

The provision is good

The behaviour of children is good. Children understand the rules and boundaries of the setting. The childminder is a positive role model to children. She demonstrates friendly behaviour, such as sharing resources, saying 'please' and 'thank you' and treating resources with care.

p.2

The provision is good

The childminder encourages children to be independent and develop resilience and problem-solving skills. Children are keen to try new things and comment 'I do it' when asked if they would like support. For example, children peel and segment their own oranges for snack, counting out the segments into a bowl. Children are proud of their achievements, calling to the childminder to come and see what they have done. The childminder provides children with praise and encouragement, which builds their self-esteem.

p.2

need to do better?

n The childminder knows her children well. She talks confidently of the progress they have made from their starting points. The childminder is clear on how she supports children to continue to build on what they already know and can do. Children are well prepared for the next stage of their learning. n Children are curious about the world around them. They enjoy being outside within nature, and the childminder readily supports this interest. Children take binoculars to the woods and talk about birds they have spotted, such as herons. At the setting, children help the childminder make bird feed to hang in the garden. They discuss how the birds have eaten the previous ones and look to the sky to tell the birds they have more. They point excitedly as birds fly overhead. n Overall, the childminder promotes children's language and communication well. The environment is language rich with lots of opportunities for discussion.

p.2

need to do better?

Children ask questions, and stories and songs are shared. Where children mispronounce words, the childminder clearly repeats back the correct pronunciation for them to hear. However, sometimes the childminder has a habit of simplifying words for children, for example, she says 'din-dins' instead of dinner. This does not support children to learn the correct vocabulary.

p.2

need to do better?

4 October 2023 n Children are part of the wider community. The childminder takes children on regular outings to local playgroups, singing groups, trips to the local shops and further afield to farms. Children build friendships with others. They celebrate what is important to them with others and build their confidence in larger social environments. The childminder has made links with other local childminders. They meet to take children to the park and other local green spaces. Children learn to take managed risks as they use a range of play equipment. n Children enjoy healthy, home-made and nutritionally balanced meals. Children smile as their lunch of spaghetti bolognese is placed in front of them. They competently use their cutlery to feed themselves, licking their fingers to get every bit of sauce. Children learn to make healthy choices as they select their own ingredients to fill their wraps for tea.

p.2

need to do better?

n Partnership with parents is effective. Parents praise the communication of the childminder and feel that they are kept up to date with the progress in their children's learning and development. They comment on how happy their children are to attend and the caring nature of the childminder. n The childminder is reflective. She regularly seeks the views of parents and carers to ensure that she is meeting the needs of all children and families. The childminder accesses regular training to continue to enhance her own knowledge and support the curriculum that she provides to children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a clear understanding of her responsibility to keep children safe from harm or abuse. She attends regular training, which ensures that she knows the process to follow with regards to recording and reporting any concerns she may have. The childminder understands the procedure to follow should an allegation be made against herself. Children learn to keep themselves safe, for example, they pick toys off the floor, so others do not trip over. When out of the setting, children learn the importance of road safety, always holding hands and staying together and not talking to strangers.

p.3

should:

n ensure words are pronounced in their full and correct form when teaching children new vocabulary.

p.3

Setting details

Unique reference number 115461 Local authority Bexley Inspection number 10307957 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 7 March 2018

p.4

Information about this early years setting

The childminder registered in 1992. She lives in Sidcup in the London borough of Bexley. The childminder operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays. The childminder has completed an appropriate childminding at home course.

p.4

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 childminder. n The childminder showed the inspector the premises and discussed how she ensures that the premises are safe and suitable. 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

4 October 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

4 October 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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