Seppings, Arlette Katrina

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 in the childminder's welcoming home. The childminder builds warm relationships with the children, which helps them to feel safe and have a strong sense of belonging. Children understand the daily routines and the childminder's expectations. They easily access the toys and resources and independently move around the nurturing environment. Children follow instructions well. For example, children tidy up their toys when they finish playing with them. The childminder offers a lot of praise, which boosts children's self-esteem and self- confidence.

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The provision is good

The childminder plans an ambitious curriculum to provide children, including those with special educational needs and/or disabilities (SEND), with a range of meaningful experiences. Children benefit from exploring the local community. The childminder plans activities outside her home to give children new social experiences. Children regularly attend playgroup sessions and visit local parks. This gives them opportunities to develop their confidence with larger groups of children and supports their social skills well.

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The provision is good

The childminder has high expectations for children's behaviour. The childminder continuously models good behaviour. She gently reminds children to say 'please' and 'thank you' to help develop their manners. Children are kind and respectful to their friends, such as when they take turns with toys and resources.

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need to do better?

n Children choose what they want to play with from a wide variety of age- appropriate resources. Overall, they show high levels of focus and concentration in their play. For example, they spend a long time mark making using different coloured pencils and crayons. Children show positive attitudes towards learning. n The childminder supports children in enjoying active and healthy lifestyles. She provides healthy and nutritious home-cooked meals, catering to the needs of all children. Children's well-being is further supported by giving them opportunities to enjoy daily fresh air and exercise in local parks. n The childminder has a good understanding of how children learn. She conducts regular observations and assessments of children's learning and uses this information to plan activities to help them make progress. However, sometimes, the childminder does not target her planning precisely enough to allow young

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need to do better?

children to experience and engage in a wide enough range of real-life experiences. For example, children learn about fruits and vegetables using various plastic toys. This limits their involvement and does not fully maximise their learning experiences. n The childminder recognises the importance of children developing good

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need to do better?

30 January 2024 communication and language skills. The childminder reads with animation and uses facial expressions to keep children focused and engaged. She asks children questions about the story and gives them sufficient time to think and respond. This helps children to develop their ideas and respond appropriately. Consequently, children are good communicators and they are well prepared for the next stage in their learning. n The childminder forms good bonds with children to support their emotional development. For example, when young children become unsettled, the childminder offers cuddles and kind words, which helps the child feel secure. Children are confident and friendly. n The childminder encourages children to be independent and care for themselves. She builds time into the daily routines to give them opportunities to learn and practise their skills, for example choosing activities independently and feeding

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need to do better?

themselves. However, at times, she does not allow children to attempt tasks for themselves, such as wiping their noses. n The childminder demonstrates that she reflects on her practice and makes ongoing changes to her setting. She keeps herself up to date with training and knowledge that benefits children's learning. For example, she has attended several courses to help her support children with SEND. n There is a good partnership between the childminder and parents. Parents say in their written feedback that the childminder communicates with them well and is caring, organised and professional. The childminder knows families well, and they keep in contact even as they grow older. n The childminder completes regular safeguarding training to help her keep her knowledge up to date. She understands her safeguarding responsibilities. She consistently assesses the risks in her home, activities and outings to ensure the

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need to do better?

safety of children in her care. The premises are safe and secure.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n sharpen the focus of planning to strengthen children's motivation and engagement in activities to extend their learning further n encourage children to attempt tasks for themselves to develop their independence and self-care skills further.

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Setting details

Unique reference number EY262749 Local authority Bromley Inspection number 10316898 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 9 Date of previous inspection 8 May 2018

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Information about this early years setting

The childminder registered in 2003. She lives in Orpington, in the London Borough of Bromley. The childminder operates each weekday, except Thursday, from 8am to 6pm, all year round, except for family holidays or bank holidays. She holds a level 3 childminding 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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The childminder and the inspector carried out a joint evaluation of an activity that took place during the inspection. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

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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

30 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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