Smith, Jane Emma

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 educational programme is designed around the needs of the individual child. The childminder uses her observations and assessments of children well to identify what they like, know and enjoy doing to support their learning. She clearly identifies children's next steps, which she carefully threads into all the children do. Hence, children eagerly join in activities, explore independently and show good levels of engagement and curiosity. For example, children are eager to put their coat and shoes on to go into the garden where they interact with a range of activities, resources, each other and the childminder. This promotes their physical, social and speaking skills very well. Children listen and follow instructions. The childminder skilfully introduces new words and concepts, for example, 'over' and 'big step', as younger children explore how to step over structures.

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The provision is good

Children are happy and confident in this nurturing environment. They freely explore and build on their play, using the rich range of activities and resources on offer. Children enjoy the routines in place. For example, children quickly sit ready for snack time and know how to clean their hands before eating. The childminder has high expectations for all children. For example, she helps the children to know what is going to happen next and how to take turns and share. Children are independent, and they develop their confidence well. They form strong attachments with each other and have a close relationship with the childminder.

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need to do better?

n The childminder knows the importance of building on what children know and can do. She provides an enjoyable curriculum that supports children to be prepared for future learning and school. She provides experiences that link to children's interests and support what they need to learn next. n The childminder knows the unique personalities of each child. She plans a curriculum that supports children's development across all areas of learning. However, there are occasions when the childminder does not take into consideration children's ages and stages of development during activities, for example, by ensuring that younger children have the resources and space to move and explore movements they enjoy, such as rocking, during spontaneous play. n Children develop good communication skills. The childminder sits at the children's level as she interacts with them. She gives the children good eye contact as they speak to each other and allows each child time to finish speaking

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need to do better?

before she responds. She repeats words that are not clear, joins in with the children's singing and actions, which they enjoy, giggling. All children are independent and develop healthy habits. For example, older children learn to put on their coat and shoes, while younger children are supported to learn these

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need to do better?

21 November 2024 skills. They confidently wash their own hands and feed themselves. The childminder encourages them to make choices throughout the day. This helps to prepare children for future learning and school. n All children are independent and develop healthy habits. For example, older children learn to put on their coat and shoes, while younger children are supported to learn these skills. They confidently wash their own hands and feed themselves. The childminder encourages them to make choices throughout the day. This helps to prepare children for future learning and school. n The childminder takes part in a range of activities in and around the community for children to explore and learn about the wider world. For instance, they visit the local park, farms and woods, which broaden children's experiences. Children learn about similarities and differences in cultural events, celebrations and music.

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need to do better?

n Children show their interests and enjoyment of books. They freely choose books to read independently and with the childminder. They listen intently, ask questions, join in discussions and eagerly remember storylines. The childminder counts the different items in the book as the children excitedly join in. n The childminder works closely with parents to find out about their children's preferences and learning styles. She involves parents from the start to help her identify any areas for development. Feedback from parents is positive. They are impressed by how well the childminder understands their children's individual needs and the focus she places on supporting their learning. They appreciate the advice and support from the childminder and would highly recommend her to other parents. n The childminder has addressed recommendations from her last inspection and now communicates successfully with parents and has developed a secure parent

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need to do better?

partnership. She keeps her knowledge up to date. For instance, the childminder attends training courses. She uses the knowledge gained from training to influence her practice and benefits children's learning.

p.3

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 consider children's ages and stages of development during spontaneous play to ensure that younger children have the resources and space to freely move and explore movements they enjoy.

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Setting details

Unique reference number EY540213 Local authority Bexley Inspection number 10363944 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 4 Date of previous inspection 16 January 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Bexleyheath, in the London Borough of Bexley. She works Monday to Thursday, term-time only, between 7.30am and 5.30pm. The childminder offers the government funded childcare. She has an appropriate level 3 childcare qualification.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their provision, including the aims and rationale for the curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language, physical development, and personal, social and emotional development. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their written views of the setting in with the inspector.

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Inspection activities

21 November 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

21 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

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