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

p.1

The provision is good

Children are welcomed into a warm and nurturing environment ,where the childminder prioritises their happiness and well-being. For example, she encourages them to bring items from home, using these items to inform her plans and activities. This practice helps children feel valued, fosters a sense of community, and enhances their emotional well-being and self-esteem. The childminder has high expectations for the children and builds positive relationships with them, which motivates them to learn and engage. They quickly respond to her requests for help and support one another as they play, independently sharing resources.

p.2

The provision is good

Children are also developing their curiosity and desire to learn. The childminder encourages this curiosity to help them understand the world around them. For instance, when the children notice ice on the garden roof of an outside shed in the morning, she encourages them to explore it further by drawing their attention to it later in the day as it melts away. Children are given the freedom to choose what they want to learn. The childminder joins them in their play, tailoring the learning experience to each child's stage of development. The children are physically active and enjoy the opportunity to crawl through tunnels and participate in songs while performing actions and dancing.

p.2

need to do better?

n The childminder designs her curriculum based on her understanding of the children in her care. She focuses on the development of their social, physical, and communication skills to prepare them for the next stage of their learning journey. She collaborates with parents to monitor each child's progress and promptly engages with outside agencies to address any gaps and cater for any individual needs. n The children behave exceptionally well. They are kind and caring towards one another and the childminder. They understand the familiar routines within the setting and are developing a sense of fundamental British values, as the childminder politely reminds them to say please and thank you. The childminder helps them understand diversity by openly discussing topics, such as why someone might need to use a wheelchair when they notice one in the local area. n The childminder teaches children early mathematical language and concepts. For

p.2

need to do better?

example, she helps them count objects in a book as she reads and provides different-sized objects for them to use while playing with dough. Here, she introduces the concepts of long and short. n Children are becoming increasingly independent. The childminder builds on their skills by first encouraging them to put on their own coat and then supports them in learning how to do their own zips and buttons. n The childminder engages in meaningful conversations with the children and

p.2

need to do better?

20 November 2024 reads to them often, which helps them develop their vocabulary. However, occasionally, the childminder's interactions during story time detract children from the story. For example, rather than reading purely for pleasure, the childminder asks too many questions and comments, which means children sometimes lose interest. n Children demonstrate their happiness and contentment by showing confidence when interacting with new people. For example, they ran to the door with the childminder to greet the inspector when they arrived. They chat and confidently share what they are doing with others. n The childminder updates her knowledge by attending online training and meeting other local childminders at playgroups. This helps her to improve her provision for children, in support of their learning. n Parents feel that the childminder communicates well with them and regularly updates them about their child's progress. They say she is trustworthy and

p.2

need to do better?

skilled, and they would recommend her to others. This partnership supports children's learning well. n Children learn how to keep themselves safe. They explain what to do when they hear the bell for a fire drill, and discuss how to cross the road when the childminder asks them what they should do when they see the red and green man at traffic lights. The childminder ensures that her home is suitable for children by conducting daily checks of the environment. n Children develop their fine motor skills to help build muscles for early writing. They use different tools to create their own designs with play dough.

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 use more effective strategies for children to become engaged and immersed in good-quality story reading experiences and extend their love of literacy.

p.3

Setting details

Unique reference number EY303266 Local authority Bexley Inspection number 10364197 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 5 Date of previous inspection 30 January 2019

p.4

Information about this early years setting

The childminder registered in 2005 and lives in Sidcup, Kent. She offers her service from 7.30am until 5.30pm, Monday to Thursday, for most of the year. The childminder has a relevant childcare qualification.

p.4

Inspection activities

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 took into account the written views of parents. 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 The childminder provided the inspector with a sample of key documentation on request. n Children communicated with the inspector during the inspection.

p.4

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.

p.4

Inspection activities

20 November 2024 20 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.

p.4

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6