Childminder in Bromley

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

Children enjoy their time with the childminder in her safe and welcoming home. They have formed secure attachments with the childminder. They are reassured by her and settle in well. Children are confident and willingly share their experiences with new visitors. They talk about their recent visit to see the meerkats and birds of prey.

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The provision is good

The childminder knows the children well. She plans for the next steps in their learning. She identifies some children who need further support with turn-taking and those who need help with their speech. They play an animal matching game, taking turns to select one card at a time and match them to their own cards. When they select the cards, they say what they see. The childminder repeats the words back, making gentle corrections to pronunciation. Children wait for their turn patiently and concentrate well. The childminder plans a well-sequenced curriculum, and this helps all children make good progress.

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The provision is good

Children form strong friendships. They role play in the garden and pretend to be firefighters. They use their ride-on cars as a fire engine. Children talk to their peers about helping people. They step on the stepping stones and practise their coordination and balance. The childminder subtly steps back to allow the children to develop their leadership and problem-solving skills. Children are kind and respectful during their play.

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need to do better?

n A range of outings and activities are planned for children, which helps them to learn about the local community. They visit the local parks and explore nature and wildlife. The children have been particularly interested in the refuse collection services, and they can identify the recycling logo. Children help the childminder sort recycling in her home. Children are beginning to understand the world around them. n Children demonstrate a love for books. The childminder provides the children with a wide range of different reading materials. Children smile and giggle while the childminder reads 'Please Don't Chat to the Bus Driver' to them. They understand the story well and relate it to real-life experiences. Children summarise the story by explaining why the animal passengers should not talk to the bus driver. n The childminder is a positive role model to the children. She invites children to engage in activities, and if they are reluctant, she encourages them calmly. She

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need to do better?

gently reminds children of her expectations and routines. As a result, children listen and respond well. n High-quality interactions support children's communication and language

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need to do better?

19 September 2024 development well. The childminder engages in back-and-forth conversation with children as they talk abut the choice of activities they have. Some children negotiate the routine with the childminder. They ask to have snack earlier and suggest that after snack they should play in the garden. Her flexibility develops children's decision-making skills. n The childminder works extremely well with parents. They comment on the strength of communication. They are kept up to date with their children's progress, and they know what their next steps are. They are pleased with the vocabulary their children learn to use and the new experiences the childminder provides for them. Children recall strawberry picking during their summer trip, and they are excited to do this again. n The childminder supports children to make independent choices about their play. She asks children to think about what they should wear as they get ready to go

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need to do better?

into the garden. However, the childminder does not fully develop children's self- care skills. For example, she cleans the children's hands at meal times and serves the meal portions to them. Consequently, children do not have the opportunity to practise these independence skills. n Overall, the childminder supports children's understanding of safety and well- being well. The children walk the childminder's dog every morning, and she talks to the children about exercise and how this keeps them and the dog healthy. On the walks, they learn about road safety. She has not yet planned opportunities for children to learn about online safety. n The childminder helps children to build their knowledge of early mathematics as they play with cars and ramps. When selecting the cars for the ramp, the childminder supports children with their understanding of mathematical vocabulary. She models how to use the terms correctly and, as a result, children

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need to do better?

begin to describe the cars as 'too big' or 'small' and 'heavy'.

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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 encourage children to attempt tasks for themselves to develop their independence and self-care skills further n enhance the curriculum to include opportunities for supporting children's understanding of keeping themselves safe online.

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Setting details

Unique reference number EY315432 Local authority Bromley Inspection number 10354851 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 2 Date of previous inspection 8 November 2018

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Information about this early years setting

The childminder registered in 2005. She lives in St Paul's Cray, Orpington, Kent, operating in the London Borough of Bromley. She opens all year round, from 7.30am to 5.30pm, Tuesday to Thursday. The childminder receives funding to provide free early education for two-, three- and four-year-old children. The childminder has a relevant level 3 early years qualification.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Parents shared their views of the setting with the inspector. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

19 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

19 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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