Childminder in Greenwich

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children have settled well in the childminder's care. They are independent and self- assured learners. The childminder happily welcomes them into her home, and children are eager to leave their parents and choose an activity that interests them. Children feel safe and secure in the childminder's care.

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The provision is good

The childminder implements an ambitious and broad curriculum. Children benefit from taking part in learning experiences that they would not normally have at home. This includes regular trips to the local library and children's centre to access a wide range of literature to build on their communication and language development, as well as their social skills. Children who speak English as an additional language benefit from these activities and are making good progress in their language development.

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The provision is good

Children are imaginative and maintain good levels of focus during play and learning. For example, they act out new and familiar situations while pretending to cook. Children enthusiastically join in and sing rhymes that they are familiar with. The childminder provides play and learning experiences that capture children's interests.

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The provision is good

Overall, children behave well and are learning to share and take turns during play and learning. The childminder sets high expectations for behaviour. She is prompt to address unwanted behaviour and explain to the children what the expected behavioural boundaries are.

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need to do better?

n The childminder is well experienced and understands the way children learn. She has a clear intent of what she wants the children to learn and why, and she implements this exceptionally well. The childminder often models play, encourages children to practise and asks them several questions to help them remember what they have learned. This helps children to build on what they already know and acquire new skills for future learning. n The childminder has a strong focus on teaching children to become independent learners and communicate confidently. She takes her time teaching children to learn to put their coats on and manage the zips independently. The childminder maintains positive interactions with children and introduces them to new words and phrases. All children, including those who receive additional funding, have made good progress from their starting points. n The childminder gets to know the children and their families well to help meet

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need to do better?

children's needs. She gathers detailed information from parents when children start to help them plan for their individual care and learning needs. The

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need to do better?

20 February 2024 childminder frequently shares information about what the children are learning and how they are progressing. She also encourages parents to continue learning at home, to help children meet their identified next steps. This effective partnership working provides consistency and continuity for children. n Children's health and well-being are promoted well by the childminder. The childminder encourages parents to send in a well-balanced diet and discusses the importance of this. She provides regular outdoor activities to help children stay active and build on the development of their large muscles. The childminder also encourages good hygiene practices, such as teaching children to wash their hands regularly and cover their mouths when sneezing. Children have daily opportunities to learn about how to look after themselves and stay safe. n The childminder sets clear rules and expectations for behaviour. She regularly

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need to do better?

reminds children to play safely and be kind to each other. The childminder uses strategies such as explanations and a sand timer to help children learn to share and take turns. However, these strategies have not helped children to fully understand the importance of sharing and turn taking. At times, children refuse to share and take turns, and this disrupts their learning. n The childminder organises her provision well. She maintains relevant paperwork to help support the safe and efficient management of the setting. However, the childminder has not prioritised her own professional development to help ensure she is up to date with all requirements under her registration. This inspection was carried out because the childminder failed to notify Ofsted of a temporary change in her working arrangements as required. Nonetheless, she is committed to making and sustaining improvements to help ensure better outcomes for

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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 support children further to understand the importance of sharing and turn taking during play to help minimise disruptions to their learning n focus more on evaluating and developing practice further to help identify and address minor gaps in knowledge and to help move the quality of the provision to the highest possible level.

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Setting details

Unique reference number 2686025 Local authority Greenwich Inspection number 10319241 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 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023. She lives in the Abbey Wood area of the London Borough of Greenwich. The childminder operates from 7am to 7pm, Monday to Friday, all year round. The childminder holds a relevant childcare qualification at level 6. 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 provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector and the childminder carried out a joint observation of an activity. n The inspector took into account the views of parents spoken to on the day of the inspection. n The inspector observed the interactions between the childminder and children and assessed the impact these had on children's learning. 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

20 February 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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