Shave, Victoria Anne

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 are happy and settled, and they form secure attachments with the nurturing childminder and her assistant. Children frequently cuddle up to the childminder, seek comfort and demonstrate feeling safe in their care. Children know the routines and boundaries well and are confident to explore the environment. They independently choose what they want to play with from the wide range of resources that are available to them. The childminder and her assistant use children's interests to engage them in play. Children develop their imaginative play as they share different roles, for example each taking their dolls for a ride around the garden and to the 'shops'.

p.2

The provision is good

The childminder provides a play-based curriculum for children. She understands what they need to learn and provides a varied range of activities and play opportunities that engage children. For example, children enjoy exploring new toys and resources, eagerly matching colours. This helps them learn about different colours and extends their vocabulary with new words. She uses a range of teaching methods, such as demonstration, to support children's learning. Children make good progress from their starting points.

p.2

The provision is good

The childminder places a strong focus on the use of children's imaginations and books to deliver her curriculum. For example, she supports children's interest in castles and knights through play and factual and storybooks.

p.2

need to do better?

n The childminder understands what children need to know and be able to do by the time they start school. She uses her knowledge of how children learn and how she can teach them key skills well. The childminder ensures that all children develop skills and learn more over time. She provides the time and opportunities for each child to practise so they become confident and more proficient. She clearly knows their interests and abilities. For example, children enjoy playing together exploring the castle and knights. However, on occasion, children's learning could be extended further, as the childminder does not always plan how she can extend learning as she joins their play. n The childminder has a clear curriculum in place. She plans learning experiences that cover all seven areas of learning and development. Children are developing positive attitudes to learning as they lead their play and move around the setting

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need to do better?

with confidence. They confidently demonstrate using tools to chop fruit, explaining that 'they can do it now'. The childminder sets up the environment with carefully selected resources that support her overall curriculum intent. n The childminder consistently supports all aspects of children's communication and language skills. She comments and narrates children's play. Children develop

p.2

need to do better?

17 July 2024 a love of books as they eagerly join in stories and independently look at books. The childminder ensures that children consistently hear the correct pronunciation of words through play. As a result of this strong modelling, all children develop as confident communicators. n The childminder and her assistant are good role models to the children. They sensitively encourage children to play cooperatively with their friends and share resources as they explore a new puzzle. However, on occasions, when children struggle to share toys, the childminder does not always support them to recognise and manage their feelings and emotions and understand how their actions affect others. This would help to support their personal, social and emotional development. n Children have a good understanding of healthy lifestyles. They enjoy a wide choice of fruits for snacks. Children have continuous access to outdoor play

p.2

need to do better?

opportunities at the childminder's home. They develop their physical skills as they learn to ride wheeled toys, climb, balance and throw the beanbags into the target basket. n Parents are happy with the care their children receive and the progress children have made. They speak highly of the childminder and discuss how children are happy. Parents are well informed with how children are making progress, their next steps in learning and development and what children have done that day. n The childminder reflects on her practice and adapts learning experiences to meet the needs of the children in the moment. She has supervision arrangements in place and supports her assistant to understand how young children learn and how to support them in their development. This supports positive outcomes for 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 consider ways to support children's next steps in learning as opportunities arise when joining their play n support children to recognise and understand the impact their behaviour has on others and develop ways to help children to understand and manage their emotions and feelings.

p.3

Setting details

Unique reference number EY429167 Local authority Bromley Inspection number 10351885 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 6 Date of previous inspection 30 October 2018

p.4

Information about this early years setting

The childminder registered in 2011. She lives in Orpington, in the London Borough of Bromley. She provides her service from 7.30am until 6pm on Tuesday, Wednesday and Thursday. The childminder holds a relevant childcare qualification. She works alongside her husband, who is her assistant.

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 and their aims for children's learning and development. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Discussions were held with the childminder and her assistant at appropriate times during the inspection. n The childminder provided the inspector with a sample of documentation. n The inspector sampled written feedback to gather parents' views.

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Inspection activities

17 July 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

17 July 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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