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 Met

p.1

The provision is good

Children demonstrate they feel happy and secure in the childminder's care. She provides reassurance and encouragement when needed. This helps children to feel valued and arouses their curiosity to learn. Children move around her welcoming home with confidence, showing a strong sense of belonging. The childminder plans activities around children's learning needs and interests and supports their learning with real experiences, such as visits to the farm to enhance children's learning about animal habitats. Children enjoy time outside at libraries, local groups and parks. This supports their listening skills and enhances their communication and language.

p.2

The provision is good

The childminder helps children to develop their personal care skills. For instance, she encourages the children to wash their hands after nappy change before going back to play with their friends. Children quickly settle into their play and confidently ask friends to join in with games. Children form early friendships with each other.

p.2

The provision is good

Children select resources and begin to play and explore with their friends. They are offered a varied curriculum linked to what they already know and need to learn next. Children maintain their concentration as the childminder constantly talks as she observes their play. They demonstrate curiosity as they explore their surroundings and discover toys and objects which interest them. The childminder is a good role model, as she joins them to develop their imaginative play.

p.2

need to do better?

n The childminder is passionate about her role and committed to giving all children a positive start to their learning. She places a strong curriculum focus on extending children's communication and language. She models language well and engages in conversations with the children. She identifies delays in children's language development early and adapts her curriculum accordingly. For example, she researches activities and strategies to provide extra support for children. The childminder attends training courses to develop her knowledge and skills to ensure children make the best possible progress in their language development. n Children develop a love of reading, which helps to support their developing vocabulary and understanding of the wider world. The childminder encourages children to look at books independently as well as enjoying in story time together. Children progress from learning to handle books and recognising when

p.2

need to do better?

to press sound buttons. Children anticipate what will be happening next as they develop an understanding of following a simple plot during longer stories. n The childminder interacts with children positively; she talks to them and asks questions. Children are starting to use some mathematics such as counting

p.2

need to do better?

11 January 2024 during their play. However, she does not use opportunities during play to introduce more mathematical language, such as different sizes, shapes, or offer challenges to older children to see how many play figures can fit in a car. n Children's behaviour is good and appropriate to their stage of development. The childminder encourages children to share and take turns. The children listen and respond to the childminder's clear instructions. However, the childminder does not always make strong use of daily occurrences to help children think about how they are feeling or how their actions make others feel and begin to manage their emotions. n Partnerships with parents are strong. They comment that the childminder offers a home-from-home setting. Parents discuss that she keeps them well informed about what their children are learning, and that they have seen big improvements in their children's development.

p.2

need to do better?

n The childminder uses self-evaluation to review her continuous professional development. She completes regular training, investing in her own professional development in order to build on the quality of experiences offered to children. The childminder is part of a network of childminders, who share ideas about activities and best practice. This helps the childminder to look for improvements in her own knowledge. n The childminder has a secure understanding of how to protect children from harm. She is proactive in seeking out information and training to strengthen her knowledge of safeguarding. Therefore, she knows about a wide range of issues that may affect children's safety and welfare.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n increase the opportunities to enhance children's mathematical development further n make more use of situations that arise during daily routines to help children learn how to self-regulate their emotions.

p.3

Setting details

Unique reference number EY496864 Local authority Bexley Inspection number 10316936 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 15 May 2018

p.4

Information about this early years setting

The childminder registered in 2016 and lives in Erith, within the London Borough of Bexley. The childminder provides care from Monday to Thursday, all year round. She holds a relevant childcare qualification. The childminder offers funding for children aged three and four years.

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 setting. n The childminder completed a learning walk with the inspector and explained how she meets children's needs and delivers the curriculum. n The inspector observed activities and the quality of the childminder's interactions with the children. n The inspector sampled the childminder's documentation and discussed her knowledge of the requirements of the early years foundation stage. n The inspector took account of parents' views.

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Inspection activities

11 January 2024 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

11 January 2024 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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