Hewlett, Faye

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

p.1

The provision is good

Children build strong attachments with the childminder, who is caring and attentive to their individual needs. This supports children to settle quickly and feel emotionally secure. The childminder gets to know children well. This helps her to plan activities to build on children's knowledge and interests. The childminder engages with children as they play and extends their imaginations. Children take on the role of doctors and pretend to provide treatment to the childminder.

p.2

The provision is good

The childminder promotes children's independence well, which helps to prepare them for school. For example, children wash their hands and peel and cut fruit at snack time. Children learn new vocabulary as they discuss the names of fruit and talk about their favourites. The childminder extends children's mathematical knowledge, for example, as they look at the shapes and sizes of the fruit and learn about the concept of 'whole' and 'halves'.

p.2

The provision is good

The childminder has high expectations for all children and role models the behaviour she expects. Children know the routine well and follow simple rules. For example, they tidy away the toys and share resources with their peers. Children take turns and use good manners. The childminder provides praise, which raises children's self-esteem. Children help to wipe wet play equipment in the garden, which helps to teach them about safety.

p.2

need to do better?

n The childminder plans a broad range of activities and learning experiences across the seven areas of the curriculum. She regularly uses her observations and ongoing assessments to ensure that children make good progress. The childminder addresses any gaps in children's development swiftly to ensure that children catch up and get the support they need. The childminder completes progress checks and identifies children's next steps in learning. She shares these with parents and discusses any concerns. n The childminder understands the importance of promoting children's communication and language skills. She engages children in conversations and asks meaningful questions to extend their learning. The childminder challenges children's thinking and gives them time to think and respond. She introduces new words and helps children to extend their sentences. Children enjoy singing and sharing stories, which increases their early literacy skills.

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need to do better?

n Overall, partnerships with parents are strong. The childminder and parents exchange daily information, which supports children's well-being. Parents speak highly of the childminder and state that communication is excellent. The childminder keeps parents up to date about their children's progress and provides ideas to continue their children's learning at home. Parents feel their

p.2

need to do better?

16 April 2024 children have improved their language skills and independence since attending the childminder's setting. n The childminder recaps on children's previous learning and helps them to build on what they already know. For example, children count with the childminder and independently. They practise their fine motor skills using tools and their fingers to roll dough into different-sized balls. Children use words such as 'enormous', 'ginormous', 'tiny' and 'teeny' as they describe the sizes they have made. This extends their language and mathematical skills. n The childminder promotes healthy lifestyles with children well. They regularly walk to school and nursery, and they spend time outside. Children use apparatus in the park and extend their ball skills and ride bicycles in the garden. This helps to increase their balance and coordination. The childminder cooks nutritious meals and provides healthy snacks. Children drink water and understand the

p.2

need to do better?

importance of good hygiene routines. n The childminder takes children to a range of groups and places of interest in the local area. This helps them to meet new friends and develop their social skills even further. Children learn about their own families and similarities and differences in other families. The childminder teaches children about different cultural festivals. This helps children to learn respect for others and gain an understanding of their local community and the wider world. n The childminder regularly shares ideas and equipment with other childminders. She reviews her activities and rotates toys and resources to maintain children's interests. The childminder is proactive in increasing her knowledge through continued professional development. This includes paediatric first-aid and safeguarding training. The childminder reflects and evaluates the service she provides. However, she does not seek views from parents to help her to identify

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 strengthen the evaluation of the provision to include the views of parents to help identify any further improvements.

p.3

Setting details

Unique reference number EY497758 Local authority Bexley Inspection number 10335122 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 15 Date of previous inspection 5 June 2018

p.4

Information about this early years setting

The childminder registered in 2016. She lives in Sidcup in the London Borough of Bexley. The childminder operates all year round, from 7.30am to 6pm, Monday to Wednesday, and from 7.30am to 5.30pm on Thursday, except for the childminder's holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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 childminder. n The childminder and the inspector carried out a learning walk together to discuss the childminder's intentions for children's learning. n The childminder and the inspector carried out a joint observation and discussed the impact this had on children's learning. n The inspector spoke to parents, read written reports and took account of their views. n The inspector held discussions with the childminder about safeguarding and how she evaluates her practice. n The inspector looked at relevant documents, including the childminder's paediatric first-aid certificate, qualifications, insurance and suitability checks.

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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

16 April 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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