Childminder in Bromley

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 settled and thrive in this welcoming environment. They are inquisitive learners, and they explore a wide range of activities. Children choose activities that interest them and support their imaginative play. For example, children pretend to be paramedics as they play with the contents of a toy first-aid kit. They describe how they pretend to care for their peers by using words such as 'stethoscope', 'bandage' and 'plaster'. Children become confident communicators, who engage in back-and-forth conversations.

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The provision is good

Children form strong bonds with the childminder. They spontaneously go to her for cuddles and reassurance, which help to promote their emotional security. The childminder uses effective settling-in arrangements to get to know children and their families. This helps children to feel relaxed and gives them a sense of belonging. Furthermore, the childminder structures children's day with well- established routines. For example, children wash their hands before eating and after using the toilet. This contributes to their understanding of good hygiene practices.

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The provision is good

The childminder has high expectations for children's learning. Children show high levels of focus and concentration during their play. They are respectful to their peers, and they build meaningful relationships. Children learn to share and take turns. Overall, children behave well. In addition, they make good progress and develop the skills they need for their eventual move on to school.

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need to do better?

n Children benefit from a wide range of experiences that support their learning and development, including planned purposeful activities and outings. For example, children visit the woodlands, attend weekly group sessions and sing at a nearby older people's home. These outings help to expand children's knowledge of the world around them and develop their understanding of different people and communities. n The childminder promotes children's mathematical development well. She engages children through various activities using mathematical language and routine counting. For example, during a stacking activity, children count several blocks, name the colours and make repeated patterns. This helps to build children's mathematical understanding and extend their vocabulary. n The childminder offers children opportunities to develop their independence. For instance, she understands that children need to strengthen their core muscles

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need to do better?

before learning to walk. The childminder places interesting objects just out of their reach. Afterwards, she encourages children to crawl or pull themselves up on furniture to reach the objects.

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need to do better?

19 March 2024 n The childminder is a positive role model. She teaches children about respectful interactions, such as saying 'please' and 'thank you' at appropriate times. Children play well together and are kind to each other. However, the childminder does not always remind or explain to children why some behaviours and actions are inappropriate. For instance, children sometimes become over excited during their play and run in the house and do not understand that they may fall and hurt themselves. n The childminder is committed to her professional development. She uses online and face-to-face courses to further develop her knowledge of how children learn and improve the quality of education. For example, the childminder has developed her understanding of simple sign language and how to use it to promote an inclusive approach to supporting children's communication. n The childminder designs and implements a curriculum that is tailored to the

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need to do better?

needs of the children. She understands children's abilities and what they need to learn next. Overall, she plans activities and learning experiences with the children in mind. However, at times, she does not implement plans to include what the youngest children need to learn next during activities. For instance, she focuses group activities more on older children's learning. This does not help younger children to achieve the highest possible learning outcomes. n Parent partnerships are highly effective. The childminder seeks and acts on parents' views when evaluating the effectiveness of her setting to help drive improvements. Parents appreciate the excellent level of care and support that the childminder provides to their children. In addition, they comment on the progress their children have made since attending the setting. n The childminder has a good knowledge and understanding of her role in keeping

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need to do better?

children safe. She ensures that her policies and procedures are kept up to date. She completes regular risk assessments to make sure that her premises are safe.

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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's understanding of risks, so they are able to think of ways to keep themselves and others safe n enhance the planning of group activities to precisely match each child's developmental stage.

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Setting details

Unique reference number EY266560 Local authority Bromley Inspection number 10316944 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 8 Number of children on roll 9 Date of previous inspection 17 May 2018

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Information about this early years setting

The childminder registered in 2003. She lives in Bromley, in the London Borough of Bromley. The childminder works with another childminder. She operates during term time, from 7.30am to 6pm, Monday to Thursday. The childminder provides funded early education for 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 childminder and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises the early years setting, including the aims and rationale for the curriculum. n The inspector carried out a joint evaluation of a group activity with the childminder. n Children spoke to the inspector during the inspection. n The inspector considered written feedback from parents. n The inspector spoke with the childminder and her co-childminder at appropriate times. n The childminder provided the inspector with a sample of key documentation on request.

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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

19 March 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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