Pippard, Sally

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 play and learn in this enjoyable and welcoming setting. They are very comfortable and familiar with the childminder's routines. Children are able to make independent choices from the accessible toys and resources available to them. For example, they choose books independently and turn the pages carefully. Children confidently move in various ways, including running, jumping and displaying several yoga poses. They are happy and have positive bonds with the childminder and her co-childminders.

p.2

The provision is good

The experienced and passionate childminder offers a well-planned curriculum to meet individual children's needs and next steps in learning. Children are curious learners and show good concentration when engaging in activities. They eagerly participate in mark-making activities using coloured pens, pencils and chalk. For example, children scribble on an easel and identify the marks as a 'stegosaurus', 'pterodactyl' and 'T-Rex'. Children make good progress from their individual starting points in development.

p.2

The provision is good

The childminder has clear expectations about children's behaviour. She is a good role model for children and is patient and kind. Children show an understanding of the childminder's expectations and boundaries. They are very friendly and demonstrate high levels of self-assurance. Children chat enthusiastically with visitors, asking them questions and involving them in their play.

p.2

need to do better?

n The childminder establishes secure and trusting relationships with children. She helps new children to settle in quickly. Children demonstrate a good sense of belonging and enjoy the company of the childminder and her co-childminders. For example, children are delighted to engage in play opportunities with them. Children look to the childminder for reassurance and feel safe and secure in her presence. n The childminder takes children to visit a diverse range of places in the community, such as museums, cafes, parks and libraries. Children have the opportunity to explore the world around them. They benefit from interactions outside of the setting to help to build on their social skills and confidence. Children are kind, respectful and self-confident. n The childminder monitors children's development well. She plans activities that capture children's imaginations and interests. For example, children enjoy

p.2

need to do better?

creating collages using various materials. However, the childminder does not consistently provide opportunities for children to fully explore and develop new skills. Occasionally, she tells children where to stick items and puts the glue on the paper for them. As a result, children do not fully engage with the

p.2

need to do better?

17 April 2024 childminder's intention for children's learning. n The childminder understands the importance of teaching children mathematics as part of the curriculum. For instance, younger children understand the concepts of small and big. The childminder encourages children to use numbers and counting in their play, especially during adult-led activities. For instance, older children arrange items in pairs, which they count in twos. Consequently, children make good progress in their mathematical knowledge. n The childminder supports children's speech and language development effectively. She engages children in rich conversations to help them to learn new vocabulary. The childminder speaks clearly and uses repetition of language to help children to say words correctly. This helps children to learn new words and become confident communicators. n The childminder is aware of the self-evaluation process to identify areas of

p.2

need to do better?

improvement. She reflects on and evaluates her practice to promote continuous improvement. However, the childminder does not precisely identify and use professional development opportunities to help enhance her good teaching skills and knowledge further. n Partnerships with parents are good. Parents describe the childminder as having a passion for what she does and would recommend her to others. They are well informed about their child's learning and care through daily feedback and an online app. Parents say their children enjoy coming to the setting. Additionally, they value the childminder's effort to ensure the best possible outcomes for their children.

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 review the implementation of activities so that children have more opportunities to fully explore and develop new skills n identify and use professional development opportunities to enhance skills and knowledge even further.

p.3

Setting details

Unique reference number EY498917 Local authority Bromley Inspection number 10335126 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 all year round, from 7.45am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. 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 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.

p.4

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.

p.4

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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6