Childminder in Bexley

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 and her assistant offer children lots of individual attention, and foster a caring, nurturing environment. The curriculum builds on each child's individual skills and helps to prepare them for the next stage in their learning. Children are given lots of praise and encouragement, which raises their self-esteem and confidence, builds a sense of self, and promotes secure emotional well-being. They demonstrate this by being confident around new people, and smiling and laughing as they play and learn.

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The provision is good

Children choose what they would like to do and are joined by adults, who support them and offer suggestions of how to further their learning. Children engage in activities for long periods. They behave extremely well and show respect for each other and adults. Children enjoy their time at the setting. The adults are engaging and thoughtful while they take care of children's needs.

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The provision is good

The childminder prioritises daily trips out within the local community. Children visit parks, libraries, discovery centres, toddler groups, and the local market. This helps children to develop their view of the world as well as their social skills, physical abilities, and language skills. Adults also help children to understand British values by talking about the importance of sharing and being polite to each other.

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need to do better?

n The childminder knows what she wants children to learn during the time they spend with her. She aims to prepare them for the next stage in their learning. She sits with them daily, gets to know them well, and makes assessments that inform the children's next steps. For example, she supports children's independence skills by teaching them how to use the toilet and put on their own shoes and coats. n The childminder encourages young children to confidently handle glue sticks and paint brushes, and even practise changing nappies on dolls. These activities help children to develop their hand-eye coordination and build their physical skills. They are encouraged to try to do these things by themselves, which raises their self-confidence and ability. n Children's communication and language skills are developing well overall. They enjoy engaging in various activities, such as listening to stories, singing songs,

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need to do better?

and reciting rhymes, all of which contribute to the expansion of their vocabulary. The childminder and her assistants effectively engage with the children by interacting with them at their level and initiating conversations. However, there are instances where they tend to ask an excessive number of questions This results in children providing only brief responses that consist of one or two words. This limits their opportunities to fully express their ideas and thoughts.

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need to do better?

26 April 2024 n The childminder builds parental partnerships. She welcomes parents into the setting to join in with activities, such as cooking. She also arranges annual family picnics to further strengthen these relationships. Additionally, she engages in daily conversations with parents and provides termly feedback on children's next steps and progress. Parents expressed their trust in the childminder and said that they would recommend the setting to others. n The childminder has high expectations for children's behaviour. She teaches them how to take turns and share. She politely reminds them to say 'please' and 'thank you'. Even younger children learn the importance of right and wrong as they understand why they must not snatch toys from their peers. For example, an adult models how they should ask for something first. n Children are introduced to, and learn about, early literacy and mathematical

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need to do better?

concepts. For example, adults count and talk to children as they play. They sing songs about shapes to help children to remember their properties. For example, when a child draws a circle, an adult sings 'I'm a circle, I go round and round and round' to reinforce the idea of a circle's shape. Similarly, they discuss letter names and sing phonics songs. However, they do not yet consistently clearly explain the difference between a letter and its name and the sound it makes, in preparation for learning how to read.

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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 extend children's language skills further by holding more open-ended conversations with them and allowing them time to express their ideas and thoughts n use a consistent approach when introducing children to letter names and sounds to ensure that children understand the difference between the two.

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Setting details

Unique reference number EY486194 Local authority Greenwich Inspection number 10335217 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 7 Number of children on roll 2 Date of previous inspection 7 June 2018

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Information about this early years setting

The childminder registered in 2015. She lives in Plumstead, in the London Borough of Greenwich. The childminder operates her childminding service on weekdays from 8am to 5pm, during term time only. She holds a relevant qualification at level 5. The childminder works with an assistant.

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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 setting. n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. 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 inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector.

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Inspection activities

26 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

26 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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