Order, Tamra Lynn

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 offers an inviting, home-from-home environment for children, who enjoy the time they spend with her. Children form strong relationships with the childminder and their peers. Children show that they are happy, safe and emotionally secure. For example, children show affection towards the childminder as they snuggle into her for cuddles and hugs. Children care for the environment and are familiar with the routine. For instance, they tidy up resources and toys after they finish playing with them. This helps to strengthen children's sense of responsibility and independence.

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The provision is good

The childminder has high expectations for all children. She designs an ambitious curriculum with a focus on promoting children's communication and language development. The childminder talks constantly with children and narrates their actions as they play together. This strategy helps children to hear the correct pronunciation of words, which helps extend their vocabulary. For example, during a play-dough activity, children attempt to pronounce words such as 'roll', 'ball', 'squish' and 'squash'. The childminder praises their efforts and achievements. These experiences foster children's resilience and a can-do attitude. Children demonstrate high levels of confidence and self-esteem. They are curious and motivated learners. For instance, children are excited when they see aeroplanes and birds in the childminder's garden. Children are kind and well behaved.

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need to do better?

n The childminder integrates story time into her daily routine. She reads stories to children with enthusiasm and expressive intonations, which children listen to with interest. Children learn how to turn pages by themselves and identify various colours, such as green, blue and purple. This approach helps to promote children's speaking, listening and attention skills. n The childminder provides children with various experiences to support their understanding of life in modern Britain. Children benefit from regular outings to playgroups, libraries and parks. They have opportunities to meet other childminders and help to walk the childminder's dogs around the local area. These experiences help children to be physically active and build on their social skills. n The childminder recognises the importance of promoting children's independent skills. Children demonstrate the skills they are learning, such as washing their

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need to do better?

hands and feeding themselves. They have ample space to move freely around the childminder's home and explore resources that interest them. However, on occasion, they need adult support to access the resources they want to play with. This means that the organisation of the learning environment does not consistently support children's independence.

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need to do better?

30 January 2025 n The childminder is an experienced practitioner. She gathers information from parents and carers about each child's interests and developmental stages when they enrol at her setting. She knows children well and plans activities on their interests and individual needs. This approach supports children to progress in their learning and development. n The childminder supports children's personal care routines effectively. For example, during nappy changes, she ensures that she respects children's privacy and attends to their needs with sensitivity. The childminder also monitors children while they rest to ensure their safety and well-being. Children develop close bonds with the childminder. n Children develop their creativity and imaginations well. The childminder encourages them to sing nursery rhymes and spontaneously create songs relating to everyday tasks. For example, children sing songs about numbers as

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need to do better?

they attempt to climb the stairs in the childminder's home. Additionally, children enjoy making marks using various colouring pencils. These activities offer opportunities to help strengthen children's small muscles and boost their confidence. n The childminder completes mandatory training, such as safeguarding and paediatric first aid. This training helps her gain secure knowledge and understanding of how to promote children's welfare and keep them safe. However, she does not focus on additional professional development to build on her good knowledge and skills relating to the early years foundation stage. n Parent partnerships are strong. Parents express appreciation for the childminder's regular updates on their children's daily activities and progress. They are highly complimentary of the service the childminder provides and describe her setting as 'warm, nurturing, and stimulating'.

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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 enhance children's independence skills even further, such as by modifying the learning environment n engage in additional professional development opportunities to further enhance knowledge and skills, to extend children's outcomes further.

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Setting details

Unique reference number 136999 Local authority Bromley Inspection number 10367558 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 2 Date of previous inspection 13 February 2019

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Information about this early years setting

The childminder registered in 1997. She lives in Orpington, in the London Borough of Bromley. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday, except for family holidays and bank holidays.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

30 January 2025 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

30 January 2025 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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