Forde, Barbara

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 language-rich environment for children. She skilfully teaches children to learn challenging new vocabulary. The childminder pays close attention to what children say and extends their thinking in challenging ways. She models and repeats words, reinforcing new language skills. Children hear and say lots of ambitious language; they are excited to ask questions and repeat new words they have learned. Children are confident speakers. They have high levels of self-esteem.

p.2

The provision is good

The childminder gives children lots of praise and encouragement. Children feel successful. They show high levels of engagement and curiosity. Children concentrate and try hard. When they find things tricky, the childminder gently corrects them. Children know it is okay to get things wrong and try again. They develop high levels of resilience.

p.2

The provision is good

The childminder supports children to take care of themselves. She teaches them that looking after their own health is important. For example, the childminder teaches children about germs. She models how to wash their hands. The childminder shows children how to do things for themselves. Children are increasingly independent. They are very well mannered and kind to each other and the childminder. They are content and happy. The childminder's routines help them to feel safe. Children behave well.

p.2

need to do better?

n The childminder has a strong curriculum intent. She wants the children to learn the key skills they need to be ready for school. The childminder creates opportunities for learning based on the children's interests. Her curriculum is flexible; she adapts her teaching according to what excites the children. The childminder creates activities that the children find exciting and challenging. Children have high levels of curiosity in their play. They are well prepared for the next stage of their education. n The childminder regularly assesses what children know and can do. She identifies gaps in children's learning. The childminder understands the small steps children must make as they practise skills over time. She uses this knowledge to plan a varied and challenging curriculum. Children reach their developmental milestones. n The childminder understands that some children have special educational needs

p.2

need to do better?

and/or disabilities (SEND). She uses assessment to identify any children who have gaps in their learning. She understands how to liaise with professionals to ensure children receive the right support. All children are well prepared for the next stage of their education.

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need to do better?

14 June 2024 n The childminder supports children's communication and language development well. She teaches the skills children need to engage in back-and-forth conversations. Children learn to label and describe their environment. The childminder supports children to meet and socialise with a range of people. Children develop fluency and confidence. n Opportunities for children to explore textures and sensations are sometimes limited. Children have opportunities to explore some sensory play through nature, on walks to the local parks. However, the childminder does not provide a wide range of materials for children to further explore their creativity using different textures and sensations. n The childminder teaches children to be respectful and tolerant of other people. She teaches them British values using clear expectations of behaviour. Children copy the childminder and routinely say 'please' and 'thank you'. They learn to

p.2

need to do better?

take turns and share. Children are polite and kind to others. Children of all ages behave well. n Parent partnerships are strong. Parents say that the childminder treats children as individuals and listens to what they want to do. The childminder provides regular updates on children's development. This helps parents to support their children's learning at home. n The childminder creates routines that ensure children's safety and well-being. Children learn about healthcare practices from a very young age, for example during a nappy change. The childminder is sensitive and gentle, and care practices are good. She shares regular updates on care practices with parents. This promotes children's emotional well-being. n The childminder is reflective of her practice. However, opportunities for continuous professional development are not always closely linked to developing teaching skills. Opportunities for her skills to continue to develop over time are

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 further develop the provision of resources and opportunities for children to explore their senses and creativity with different textures n further develop continuous professional development opportunities to help the quality of teaching continue to improve over time.

p.3

Setting details

Unique reference number EY332558 Local authority Bromley Inspection number 10335783 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 3 Date of previous inspection 27 June 2018

p.4

Information about this early years setting

The childminder registered in 2006 and lives in Bickley, in the London Borough of Bromley. She cares for children throughout the year, from Monday to Friday. Her operating hours are from 7.30am to 5.30pm. She works with an assistant. The childminder provides free funded education for children aged two, three and four years.

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 showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector spoke to children to find out about their time at the setting. 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

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

14 June 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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