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 plays a key role in supporting children's confidence, happiness and security in this setting. Through her kind and caring approach, she fosters strong attachments with children, which helps them to feel settled and positive. The childminder's clear expectations and consistent routines guide children's behaviour, encouraging them to follow instructions well. For example, children eagerly join in song time by fetching musical instruments. Children demonstrate good behaviour. The childminder nurtures their creativity and teamwork, such as encouraging them to work together to create Christmas wreaths. By praising children's efforts, such as their good cutting skills, the childminder further boosts their self-esteem. This supports children to develop positive attitudes towards their learning.

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The provision is good

The childminder has a deep understanding of each child. She tailors the curriculum to children's individual interests and developmental needs. For example, when the childminder notices that children are fascinated by water creatures, she plans creative activities around this theme. She also introduces new vocabulary to enhance children's learning. The childminder places a strong emphasis on developing children's communication and social skills, offering excellent support for those children who speak English as an additional language. By using key words in children's home languages and allowing time for them to think and respond, the childminder ensures that she meets every child's needs. This supports children to achieve positive outcomes and be well prepared for their eventual move on to school.

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need to do better?

n The childminder regularly reviews children's learning and progress, which allows her to identify and address any gaps in their development. This approach helps children to build on their existing skills and knowledge effectively. As a result, all children make good progress. n Children develop a strong love for books and eagerly participate in story sessions. During these sessions, the childminder pauses to encourage children's involvement and asks thoughtful questions to spark discussions. n Children have plenty of opportunities to enhance their hand-eye coordination and physical skills. They frequently visit local parks with the childminder, where they practise various movements that strengthen their core muscles and improve their coordination. In the garden, the childminder encourages children to engage in active play and participate in action songs. She also encourages children's creativity, such as through junk modelling. The childminder supports children as

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need to do better?

they extend their ideas, such as building a ramp. n The childminder is knowledgeable about supporting children with special educational needs and/or disabilities. Through careful observation and

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need to do better?

6 December 2024 assessment, she identifies any gaps in children's development. The childminder is also skilled at seeking guidance from external professionals to ensure that children receive the support they need to progress in their learning. n The childminder completes all required training and has a strong support network with other childminders. This allows her to exchange ideas on best practices. The childminder carefully targets her professional development to deepen her knowledge, particularly in areas such as enhancing interactions with children and identifying and addressing areas for improvement through self- evaluation. This further enhances the quality of care and learning the childminder provides. n Overall, the childminder supports children's independence. She helps children to learn to care for themselves, such as washing their hands and using the toilet. The childminder organises the playroom resources so that children can easily

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need to do better?

choose the activities they want to engage with. However, there are occasions when the childminder steps in too quickly and does things for children, such as pouring glue and paint from the tubs. Additionally, she does not always give children the chance to help tidy up after snack time, which limits their opportunities to further develop their independence skills consistently. n The childminder takes children to local community groups, using these outings to enhance their social skills and confidence in larger settings. She recognises the value of building relationships with other settings, including sharing key information to support children's smooth transitions. n The childminder provides guidance as children work together to lift and balance ramps, rolling their vehicles down. The childminder further extends the activity by introducing a second ramp, allowing children to compare the speeds of different vehicles. The childminder also encourages children to count the total

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need to do better?

number of cars at the bottom of the ramp. This supports children's understanding of numbers and quantity.

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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 provide children with more opportunities to develop their growing independence skills further.

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Setting details

Unique reference number EY432960 Local authority Bexley Inspection number 10363866 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 14 January 2019

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Information about this early years setting

The childminder registered in 2011. She lives in Sidcup, in the London Borough of Bexley. She operates all year round, from 7am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides government funded childcare. She has a relevant childcare qualification at level 4.

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Inspection activities

n The childminder and the inspector carried out a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to and interacted with the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The childminder evaluated children's learning with the inspector. n The inspector spoke to the childminder at appropriate times during the inspection. n Parents shared their written views with the inspector. n The childminder provided the inspector with a sample of key documentation.

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Inspection activities

6 December 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

6 December 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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