Childminder in Bexley

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children do not benefit consistently from an ambitious curriculum. While children have access to activities, these are not always purposeful or planned well enough. The curriculum is not sufficiently broad or focused to help children make good progress in their learning. Despite this, children are learning how to behave well. The childminder is consistent in supporting children's behaviour. Children are kind to each other. For instance, children are keen to share toys with new children when they become upset. They listen and follow requests well.

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The provision requires improvement

Children enjoy their time at the childminder's home. They are confident in their surroundings and know the routine. The childminder supports those children new to the setting well, offering comfort and reassurance. Children are keen to play outside. They explore the plants as the childminder encourages them to smell the different herbs. The childminder helps children to position themselves safely on a see-saw. She explains how they can work together to make it go up and down. Children eagerly share their favourite books with the childminder. Children are encouraged to point out what they can see in the pictures. This helps children develop a love of books.

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The provision requires improvement

Children enjoy playing and learning outdoors every day. The childminder promotes aspects of their physical development appropriately. For example, she encourages children to climb steps of the slide and move the wheeled toys around the garden. This develops their large-muscle movements. She supports children to practise their skills. Children are learning to move around safely.

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need to do better?

n The curriculum lacks ambition. Children take part in lots of free play, which means much of their learning is incidental. Adult-led activities are not fully thought through. For example, a sensory activity using foam and brushes does not engage children to make marks. This does not provide appropriate challenge, and children lose interest and leave the activity. While the childminder knows the children and has identified appropriate next steps to help them progress in their learning, these are not embedded in their play. n The curriculum for communication and language is not implemented consistently. The childminder provides children with lots of opportunities to hear language as she talks to them and reads to them. Children enjoy looking at the books and turning the pages with the childminder. She encourages children to point at objects in the pictures as she names them. The childminder repeats what children say to ensure that they hear words clearly to strengthen their

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need to do better?

language growth. Despite this, children are not consistently supported to develop their language skills.

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need to do better?

12 September 2024 n The childminder works in close partnership with parents. For example, she sends them regular photos, keeping them fully informed about their child's day. However, the childminder does not consistently offer parents ideas about how they can continue to support their children's learning at home. n Children are beginning to build on their independence with support. They learn to wash their hands before mealtimes and gather their belongings to get ready for garden time. The childminder supports children when they are toilet training. She offers lots of praise and encouragement during this time. This helps children to gain the necessary independence, in readiness for school. n The childminder encourages counting as children stack different-coloured cups and introduces shapes and colours through play. She introduces children in an age-appropriate way to different mathematical concepts as she uses hand

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need to do better?

gestures to measure 'big' and 'small'. n The childminder encourages children to develop healthy lifestyles and safe routines. Children enjoy a variety of fruits at snack time and have continuous access to outdoor play opportunities in the secure garden. She supports them to manage risks as she teaches them to climb up and down the stairs safely. n The childminder evaluates her practice on how she can make improvements. She completes mandatory training. However, she does not always attend relevant training opportunities to deepen her understanding and provide a higher standard of teaching.

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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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Due date

plan and deliver a high-quality curriculum that consistently motivates children to learn and that builds effectively on what all children already know and can do. 30/09/2024

p.3

should:

n support further children's communication and language skills to raise their

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should:

12 September 2024 achievements to a higher level n enhance ways to work in partnership with parents to promote children's continued learning and development at home n explore training opportunities further to extend knowledge and teaching skills.

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Setting details

Unique reference number EY500265 Local authority Bexley Inspection number 10351676 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 5 Number of children on roll 4 Date of previous inspection 4 October 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Northumberland Heath, in the London Borough of Bexley. She operates all year round, from Monday to Friday. The childminder holds a relevant qualification in childcare. She provides funded early education for children.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises the early years provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector observed the quality of education being provided, both indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views on the childminder's setting, and the inspector took account of them. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

12 September 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

12 September 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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