Childminder in Bexley

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 is a very good role model. She is calm, caring and sensitive in her approach. This helps to support very young children's emotional well-being and security. Children show that they feel safe and secure. On arrival they say, 'Good morning' and excitedly look for their friends. When children become upset, the childminder quickly responds with lots of cuddles and reassurance, to help them to settle quickly.

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The provision is good

The childminder frequently encourages very young children's developing social skills and behaviour very well. For example, she gently supports them to share toys and show 'kind hands'. The childminder helps children to begin to understand that their actions have an impact on others. For instance, she sensitively explains when they have made children feel sad. She has high expectations for all children's positive behaviour, and they begin to develop a sense of right and wrong.

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The provision is good

Overall, the childminder's curriculum supports all children to build positive attitudes to their learning. For example, she provides a wide range of textures and materials, such as leaves, conkers and wooden objects, for children to explore. Young children eagerly engage in these opportunities. On the whole, they show good levels of curiosity, concentration, and enjoyment.

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need to do better?

n Children show a strong sense of belonging, and what makes them unique. For example, the childminder and children huddle together as they excitedly find large name labelled, picture cards. Children find their picture and say, 'Me'. They point to pictures of children who are not present, and remember their names. Children demonstrate that they are emotionally secure. n The childminder provides a sequenced curriculum that reflects all children's individual learnings needs well, overall. For example, she plans many opportunities to help children to strengthen their large and small muscles, ready for the next stages in their learning. Although, there are times when the childminder does not plan her learning environment effectively to support children's engagement and help to consistently deepen their learning. n Children benefit greatly from lots of opportunities to help to support their sense of self within the local community. For example, the childminder plans daily trips

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need to do better?

to local toddler groups, to further support children's social skills, the library, woodland and parks. Children's good health and physical exercise are supported well. n The childminder supports children's love of books and early reading skills. Children snuggle up to the childminder as she reads stories from books they independently and confidently choose for themselves. Older children keenly

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need to do better?

2 October 2024 recall favourite parts of the story 'Room on the Broom'. They are confident communicators. n Overall, the childminder supports children's communication and language skills well. For example, she introduces new words, such as 'slimy' and 'sticky', to help to extend children's vocabulary. Furthermore, the childminder uses toy telephones to spark conversations with young children. However, the childminder does not consistently give children enough time to respond to questions, and she does not always respond using the correct pronunciation. This does not promote children's language skills to a higher level. n Children show delight in the opportunities available. They are keen and motivated learners. They enthusiastically rummage through boxes to find their favourite toys. The childminder successfully seeks and values their views, such as when children choose different size train tracks. n The childminder keenly joins children in their play and learning. For example,

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need to do better?

she encourages children to find tracks that fit together to help to support their problem-solving skills. The childminder frequently praises children for their achievements. This helps to promote their self-esteem well. n The childminder keeps her knowledge and skills current to help to support her continuous professional development. For example, following recent training, the childminder knows how to recognise and plan activities based on children's patterns in play. This helps to further support their concentration and enjoyment. n The childminder frequently shares regular observations and photographs of children's learning with parents for a consistent approach. She successfully reviews children's progress, and she knows what to do if some additional support is needed. This helps to promote positive outcomes for all children.

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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 plan the learning environment more effectively to consistently engage children, and to help to promote their focus on learning to an even higher level n enhance children's communication and language skills to a higher level, to help them make the best possible progress.

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Setting details

Unique reference number EY538679 Local authority Bexley Inspection number 10354867 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 5 Date of previous inspection 8 November 2018

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Information about this early years setting

The childminder lives in the London Borough of Bexley. She operates Monday to Thursday, from 8am until 5.30pm throughout the year. She offers the government funded places for childcare. The childminder holds a childcare qualification at level 3.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure 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 curriculum. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

2 October 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

2 October 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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