Childminder in Greenwich

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 and families are greeted with smiles and cuddles at the door. Children are happy, run in and seem to enjoy spending time in the childminder and assistants' warm and welcoming home. Children develop strong bonds, seeking their play and comfort when needed. This shows that children enjoy playing with the childminder and feel safe in their environment. Children settle in quickly and engage in their play as soon as they come in.

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The provision is good

The childminder knows the children well and support their individual development. The childminder provides an ambitious curriculum with plentiful resources and opportunity for children to self-select. The childminder plans activities and ensures that this is reflected throughout the day, such as exploring autumn, both inside and outside.

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The provision is good

The childminder promotes independence for all children. For example, She encourages children to hang up their coats, take their shoes on and off or cut their own fruit at snack time. Children know the routine and boundaries well. The childminder and assistants are good role models, encouraging the use of manners and being kind to one another. Children behave well, and behaviour is managed appropriately. Children learn the importance of sharing and effective social skills.

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need to do better?

n The childminder works with assistants and provides good support and training opportunities. The childminder knows the children well and has good knowledge of individual development, helping children make good progress. This helps create continuity for children and ensures that both assistants and childminder are focusing on the same goals. For example, children have opportunities to develop physical skills in the garden based on individual abilities linked to mathematical concepts. For example, running to the different-coloured stepping stones or playing tag rugby using a colour-coded scheme. n Parents are very complimentary about the service they receive. The childminder shares photos and ensures that parents are aware of what children have been doing for the day, such as activities, outings or policies. Parents feel part of a family and children are well cared for and loved. Parents say the childminder

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need to do better?

goes 'above and beyond her role' and the setting feels like a 'home from home', showing a strong parent partnership. n Children benefit from a range of activities and resources. They have opportunity to be active in their play. The childminder's home transforms depending on the children's interest for the day. For example, if the children wanted to use the large 'roads', space will be made to ensure that the children can fully immerse themselves in play. The childminder ensures smooth transitions throughout the

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need to do better?

8 November 2024 day, such as mealtimes to garden time, allowing children to understand routines and what is expected of them. For example, when finishing an adult-led activity inside, the childminder reads the story 'Pumpkin Soup', which relates to the activity the children were about to go and do in the garden, making their own version of pumpkin soup. n Children are active and engage well, overall, with activities. The childminder plans adult-led activities focusing on a theme and supporting early communication and language skills. The childminder promotes communication and ensures that she repeats words and phrases, appropriately challenging children. Older children engage and listen well. For example, children explore autumnal materials that they collected from the local parks and shops. The childminders intentions were to teach children about the colours in their environment, textures and sounds of the materials and the changing of the

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need to do better?

seasons. However, at times, adult-led activities are not adapted well enough to encourage and meet the needs of younger children. n Children develop a good understanding of the local and wider community. For example, the childminder noticed that the children had a keen interest in buses. Therefore, they take the bus into a local town or visit a local heritage site. Children build confidence in their community and have access to different and varied social situations. n The childminder is positive and proactive. She works alongside other agencies and is reflective of her own and her assistants' practice, ensuring that they keep their knowledge and training up to date and strive for improvements.

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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 focus on supporting younger children so that activities are adapted to support learning effectively and engage them in play.

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Setting details

Unique reference number EY537832 Local authority Greenwich Inspection number 10360056 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 8 Date of previous inspection 5 December 2018

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Information about this early years setting

The childminder registered in 2016 and lives in New Eltham, in the Royal London Borough of Greenwich. The childminder holds a level 3 childcare qualification and works with an assistant. The childminder works from 7.30am to 6pm, each weekday, all year round, except for bank holidays and family holidays. The childminder offers the government funded places for childcare.

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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 curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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 The inspector observed the interactions between assistants, 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 The inspector spoke to several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on

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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

8 November 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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