Childminder in Greenwich

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

The childminder builds warm relationships with children and their parents. Children show that they feel secure and happy in her care. The childminder shares useful information with parents and others who may be involved in the care of children. This helps her to provide effective learning opportunities for children, including those with identified or emerging special educational needs and/or disabilities (SEND). The childminder communicates well with her assistant. This helps to promote a shared approach.

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The provision is good

The childminder is ambitious for children. She helps children to develop their social skills and they begin to express themselves in more positive ways. For example, she develops 'golden rules' with children to help them understand what is expected of them. Children have opportunities to make choices about what to do. They begin to take turns and share resources. Children benefit from the effective teaching methods that the childminder implements. For example, the childminder allows plenty of time for children to listen and respond and shares this method with her assistant. Children have increased opportunities to sing and dance. They enjoy sharing familiar stories. They show the good progress that they make from their starting points in learning.

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The provision is good

Children show their independence. They self-serve their meals and understand how to keep themselves safe in warm weather. The childminder helps children to develop the important skills that they need for future learning.

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need to do better?

n The childminder is committed to continuous improvement. She has addressed all actions and recommendations from her previous inspection. For example, she completes training to help her understand how to support children's early communication and language. The childminder maintains links with local advisors for support and seeks feedback from parents. This has helped her to meet children's individual needs well. n The childminder makes accurate assessments of children's learning. This helps her to promptly identify and address potential gaps in their development. The childminder communicates effectively with others involved in the care of children, such as school teaching staff. This helps to promote a shared and consistent approach to children's learning and development. n The childminder implements a curriculum that interests children. She engages them well in learning. For example, children's language skills are further

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need to do better?

developed using enjoyable song and dance activities. The childminder makes good use language programmes to further develop her teaching methods. This helps children to progress well from their starting points in learning, including

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need to do better?

8 May 2024 those with SEND. n The childminder understands the impact that the covid-19 pandemic has had on children and their families. For example, she provides more frequent opportunities for children to spend time outdoors. Children experience the natural environment while on local outings. At times, opportunities for children to build on their physical skills are more limited. For example, children are sometimes pushed in buggies on the way back from their school. n Children have good opportunities to make choices and do things for themselves. They achieve independent self-care and know to wash their hands before eating. The childminder speaks with children about how to keep themselves healthy, such as when discussing the benefits of certain foods. She shares her risk assessments with children and they learn about road safety on the way back from school. n Children experience a well-sequenced curriculum that allows them to learn

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need to do better?

through daily activities and routines. For example, children recognise letters as they match and position name labels before mealtimes. They use utensils to serve themselves and scrape plates. This helps to build strength in their wrists and hands, needed for later writing. Children develop their speaking skills as they identify and name fruit. n The childminder helps children to behave well and express their feelings in positive ways. The childminder uses visual images to help children recognise and name their emotions, and to understand what is going to happen next. She acknowledges children's achievements and models positive interactions. Children acquire good social skills. n Parents value the childminder's professional approach and her regular updates about their children's experiences and progress. The childminder helps to support children's learning at home. She knows children and their families well.

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need to do better?

However, she does not yet consider how the curriculum can further support children to value and share what makes them unique.

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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 outdoor learning experiences that help children to develop and use their bodies, particularly their larger muscles n broaden opportunities for children to recognise, value and share what makes them, and others, unique.

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Setting details

Unique reference number 2629255 Local authority Greenwich Inspection number 10303114 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 4 Date of previous inspection 15 June 2023

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Information about this early years setting

The childminder registered in 2021. She lives in the Royal Borough of Greenwich. The childminder operates all year round, from 8am to 6pm, Monday to Friday. She holds an appropriate early years qualification at level 3. The childminder sometimes works with an assistant.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector observed the interactions between the childminder and children and spoke with the childminder's assistant. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector took account of written feedback from parents. n The inspector looked at relevant documentation, including evidence of professional development and liability insurance.

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Inspection activities

8 May 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

8 May 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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