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

The childminder is calm and attentive to the needs of individual children. She has created a warm and welcoming home-from-home environment where children, even those who have only recently started, feel settled and secure. Children have developed close relationships with the childminder. They seek her out for comfort and to share experiences. The childminder shows genuine interest as children hold up objects for her to look at. The childminder has designed a varied curriculum, and children show high levels of concentration and focus.

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The provision is good

Overall, the behaviour of children is good. Where children may struggle to share or take turns, the childminder is quick to remind them of the rules of play. The childminder is developing strategies to help children to understand their emotions and how they can positively express what they are feeling. Children have formed good friendships with each other. They seek out other children, passing them dressing-up clothes so they can join in with imaginative play.

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The provision is good

The childminder has high expectations for children. Children are polite and say 'please' and 'thank you' when requesting something. Children can express their needs. For example, they tell the childminder when they have had enough of their lunch and are full.

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need to do better?

n The childminder knows the children well. She discusses, in detail, the progress that they have made since starting at the setting. The childminder understands what children know and can do, and what it is that they need to learn next. Children are well prepared for the next stage of their learning. n Overall, the childminder promotes communication and language well. The childminder provides children with opportunities to hear language spoken, read, and sung daily. Children also attend weekly 'rhyme time' and storytelling sessions at the local library. However, there are times when the childminder does not use the correct pronunciation for words or uses baby language. For example, 'num-nums' is used instead of lunch or food, 'bye-byes' is used instead of sleep, and 'drinkies' instead of drink. This does not teach children the correct vocabulary for future learning. n Children are imaginative. They use their experience of the world around them to

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need to do better?

influence their play. Outside the setting, a neighbour's wall is being rebuilt. Children are fascinated and inspired as they look out the window. They go to the dressing-up box and pull out a builder's hat and high-visibility jacket to do their own building work. Children use bricks and work together to build a house for the childminder's dog. Children are respectful of the views of others as they play collaboratively.

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need to do better?

30 January 2024 n Children have a range of experiences that are designed to enable them to work towards their next steps. Activities are individualised so that, although children are completing the same task, their learning outcomes are different. For example, during a play dough activity, some children are using tools to practise their fine motor skills, while others are using number cutters to consolidate number recognition skills. n The childminder encourages children to be independent. She supports them to complete tasks, such as handwashing with minimal support. However, during learning activities, the childminder can be too quick to intervene and provide support for children. For example, when children say that they cannot roll out their play dough, rather than demonstrating or suggesting that they try a different tactic, the childminder immediately completes the task for them. n The childminder promotes healthy lifestyles to children. Home-made, healthy,

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need to do better?

and nutritious meals are prepared daily. Children are encouraged to try a range of fruits and vegetables. Discussions are held around what our bodies need to be healthy and strong. Children go out every day, and enjoy regular trips to the park where they can develop their physical abilities, such as balancing and climbing. n Partnership with parents is strong. Parents speak extremely highly of the interaction and care their children receive from the childminder. They feel well informed of their children's learning and development, with daily verbal feedback, a written diary, and termly learning summaries available.

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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 when introducing vocabulary to children, ensure that the full and correct pronunciation of words is used consistently n further develop children's resilience by allowing children opportunities to problem-solve independently before stepping in to offer help.

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Setting details

Unique reference number EY385546 Local authority Bexley Inspection number 10316976 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 24 May 2018

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Information about this early years setting

The childminder registered in 2008. She lives in Sidcup, Kent. The childminder provides childcare from Monday to Friday, all year round, except for family holidays. She receives funding to provide free early education for children aged two, three and four years. The childminder has undertaken training that is relevant to her role.

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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. n The childminder spoke to the inspector about children's learning and development. n The inspector observed the interactions between the childminder and 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

30 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

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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