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 creates a safe, warm and home-from-home environment for children. Children are happy and confident within the setting and have secure attachments with the childminder. They are eager for others, including the childminder, to join in their play. Children's laughter rings out as they play a game of tag, where they try and catch the childminder. Children are curious in their play. They take part in activities and experiences around the childminder's ambitious curriculum with sustained focus and concentration.

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The provision is good

The childminder has high expectations of children. Children delight in the opportunity to make their own choices and be independent. For example, they put on their own coats and shoes when they get ready to go in the garden. Children independently use the bathroom and wash their hands with the childminder close by in case they need support. During art and craft activities, children choose which colour card and paint sticks they would like to use to make their creations.

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The provision is good

Children's behaviour is good. They mostly play cooperatively together. Where children may struggle with sharing or taking turns, the childminder is quick to intervene and support, role modelling for children to copy. Children with special educational needs and/or disabilities are well supported. The childminder works closely with parents to ensure that she meets all children's individual needs.

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need to do better?

n The childminder knows children and their families well. She discusses in detail the progress children have made since starting. All children have appropriate next steps in learning in place, which continue to build on what they know and can do. Children are well prepared for the next stage of their learning. n Overall, the curriculum for communication and language is well developed. Children have wide vocabularies and converse easily with one another. When children mispronounce words, the childminder repeats the word with the correct pronunciation for children to hear. Children are eager to share their knowledge. However, sometimes, when the childminder asks questions, she does not give children enough time to think and recall the answer before she provides it or asks another question. n The childminder skilfully follows children's interests. For instance, she knows children are interested in dinosaurs, so fills a large tray in the garden with sand,

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need to do better?

dinosaurs and shells. Children naturally want to play and engage with different experiences. They set hide and seek challenges for each other by hiding shells in the sand. This promotes children's cooperative play and turn taking. Children hold larger shells to their ears and talk about the sea. They learn the names of different dinosaurs and new vocabulary as they discuss their different features.

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need to do better?

29 April 2024 n Children enjoy completing activities as a group. As the childminder gets a box of inset puzzles out, children all choose the ones they would like to complete and set about doing this contently. However, although the childminder recognises that some are too easy for children, she does not provide a more challenging alternative. Children then lose interest in what is happening and begin to empty the pieces of the different puzzles out onto the floor. n Children learn about being and staying healthy, such as through discussions at mealtimes. As children enjoy a snack of bananas and blueberries, they talk about different fruits and how these give them lots of energy. The childminder provides all meals for children and ensures that these are nutritionally balanced and meet the dietary requirements of all children. Children excitedly climb up into their seats at lunchtime, excited to see what they will be having.

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need to do better?

n Parents speak extremely highly of the childminder. They commend the childminder for emphasis she puts into recognising the individuality of each child and promoting this. Parents feel very well informed about their children's learning and development. The childminder regularly seeks parents' feedback and contributions to reflect on how to continue to enhance her services. n The childminder teaches children about the world around them. Children regularly go out within the local community and meet other minded children in parks to socialise. They come from diverse backgrounds and are encouraged to share with others what is important to them. Children listen respectfully to the opinions of others.

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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.

p.3

should:

n consider how questions are posed to children to give them time to recall information and answer n structure group activities to ensure that all children are offered challenge and maintain interest.

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Setting details

Unique reference number EY498858 Local authority Bexley Inspection number 10335371 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 6 Number of children on roll 12 Date of previous inspection 13 June 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Sidcup, in the London Borough of Bexley. She operates all year round, Monday to Friday, flexibly between the hours of 7am and 7pm. The childminder holds a qualification at level 3. She works with an assistant during the school holidays. The childminder accepts funding to provide early education for two-, 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 and the inspector discussed how the childminder organises their early years setting, including the aims and rationale for the curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

29 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

29 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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