Perry, Julie Ann

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 provides a warm and nurturing environment for children in her care. Children are happy and enjoy spending time with the childminder and her co- childminders. They have strong attachments with them. Children demonstrate that they feel safe and secure in the childminder's home.

p.2

The provision is good

This friendly and experienced childminder uses what she observes and knows about children to plan a well-designed curriculum. She uses children's interests to provide a broad range of activities. Children enthusiastically choose resources that interest them. They engage in a wide range of role-play activities. Children enjoy using their imaginations to act out different scenarios. For example, they pretend to buy flowers in the role-play garden centre and put them in a shopping trolley. They show high levels of curiosity and are motivated to participate in various activities. Children thrive in the setting and make good progress in their learning.

p.2

The provision is good

The childminder's familiar routines and activities help children to know what is happening next. Children respond well to the childminder, who has high aspirations for children's behaviour. The childminder is a good role model and encourages children to say 'please' and 'thank you'. She gives children consistent praise for their efforts and achievements during activities, which helps children to develop resilience and self-confidence. Children are very friendly and demonstrate high levels of confidence.

p.2

need to do better?

n The childminder builds secure and positive relationships with children. She offers tailored settling-in arrangements to meet children's individual needs and help them to transition smoothly into her setting. Children enjoy the company of the childminder and her co-childminders. For example, children love to initiate play with them. Children receive reassurance throughout the day, which helps to boost their emotional well-being. n The childminder provides a range of experiences that help children to develop an understanding of the local and wider communities. Children enjoy trips to the library, park, museum and local cafe. They also have opportunities to socialise in bigger groups as they take part in story and singing activities at the library. Children are polite and respectful. n The childminder skilfully weaves mathematics into children's play and learning. She consistently talks to children about numbers, sizes, colours and shapes as

p.2

need to do better?

they play and encourages them to count. For example, children enjoy looking for pretend worms in a container filled with soil and counting how many they find. They also use mathematical language, such as 'more', 'less', 'long' and 'short'. Children gain a good understanding of early mathematics in preparation for later

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need to do better?

17 April 2024 learning. n The childminder understands the importance of promoting children's good health and well-being. Children have daily access to fresh air and outdoor play in the childminder's garden. They enjoy a variety of nutritious snacks that include fruits and vegetables. However, on occasion, such as during snack time, the childminder does not fully support children to develop an understanding of the importance of healthy eating. n The childminder supports children to develop their communication skills well. She interacts purposefully with children and introduces new vocabulary during conversations. For example, during a planting activity, the childminder teaches children about the purpose of a greenhouse. This contributes to children's language skills and helps them to become effective communicators. n The childminder teaches children new skills and provides exciting learning opportunities that capture children's interests and attention. For example,

p.2

need to do better?

children enjoy planting seeds and talking about what they need to grow well. However, at times, the childminder asks questions that do not support children's critical thinking. Therefore, children are not able to demonstrate their ability to think for themselves and solve problems. n Parents speak positively about the childminder. They share that their children are extremely happy in her care and progressing well in their development. For example, parents comment that their children have learned to follow instructions and have developed good physical skills. Parents appreciate the daily feedback and regular information via the online app to inform them about their children's day. They share that they would recommend the childminder's services to others.

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 enhance children's understanding of healthy lifestyles and how what they eat affects their bodies n strengthen questioning techniques to help children to develop their thinking skills further.

p.3

Setting details

Unique reference number EY498916 Local authority Bromley Inspection number 10335125 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 12 Date of previous inspection 5 June 2018

p.4

Information about this early years setting

The childminder registered in 2016. She lives in Beckenham, in the London Borough of Bromley. The childminder operates during term time, from 7.45am to 5.30pm, Monday to Thursday. She works with two co-childminders.

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 discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n Children communicated with the inspector during the inspection. n Parents shared their views of the setting with the inspector. n The childminder and the inspector carried out a joint evaluation of a planned activity. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

17 April 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

17 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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