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 Not applicable

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The provision is good

The childminder provides a home-from-home environment where children feel safe and secure. The childminder welcomes children on arrival and shares information with parents to ensure she supports their well-being during the day. The childminder is very attentive to children's needs. Children enjoy cuddles and demonstrate they feel confident to explore the environment and make choices in their play.

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The provision is good

The childminder plans and provides a challenging and exciting curriculum for all children, including those with additional needs. She builds on children's interests across the seven areas of learning. For example, young children learn to count and make marks with pens. Children show persistence with turning puzzle pieces to fit and use tools with the dough. These activities help to strengthen children's small- muscle movements in preparation for future writing. The childminder supports older children to learn the importance of road safety and extends their knowledge of the environment on the walk home from nursery.

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The provision is good

The childminder has high expectations for all children, including their behaviour. She role models and uses praise and encouragement. The childminder gives gentle reminders and helps children to learn about their feelings. As a result, children behave, listen well and show a positive attitude to their learning.

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need to do better?

n The childminder gathers detailed information from parents when children first start. This helps her to plan activities to build on children's previous learning. The childminder uses observations and assessments to track children's progress. During activities, the childminder plans learning intentions; however, these are not always focused on what children need to learn next. n The childminder actively promotes children's communication and language effectively. She engages with children as they play and uses opportunities to spark conversations. The childminder introduces a range of new vocabulary and encourages children to repeat new words. She shares stories and songs and helps children to extend their vocabulary. n Partnerships with parents are well established. The childminder shares daily updates about children's routines and learning. She provides termly reports alongside children's next steps, plus ideas and resources to continue learning at

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need to do better?

home. Parents state their children enjoy attending, have made good progress and have improved their language skills since starting with the childminder. n The childminder has plans in place to support children who have special educational needs and/or disabilities (SEND). She works in partnership with other professionals and settings children attend. This ensures consistency in

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need to do better?

4 February 2025 promoting children's communication and language skills. The childminder shares progress and uses strategies to build on social interactions and learning. For example, children learn to take turns and share resources with their peers. n Children benefit from a range of activities to support them in staying active and developing an understanding of healthy lifestyles. The childminder encourages young children to strengthen their core muscles and progress from crawling to walking. Children skilfully manoeuvre sit-on toys and chase balls, which improves their coordination. Trips to the park and soft play build on children's climbing skills. Children eat healthily and follow good hygiene routines. n The childminder embeds a culture of diversity and inclusion in her practice. She finds out about children's home languages and supports these alongside teaching English. The childminder supports children to learn about other cultures

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need to do better?

through sharing stories, tasting foods and activities. Regular trips in the community help children to develop an understanding of others. n Children enjoy a range of activities that build on their skills. The childminder interacts with children as they play. She encourages them to count and recognise colours. Children are supported to be independent and develop self- help skills, such as feeding themselves and cleaning their teeth. These skills enhance children's fine motor skills and coordination. n The childminder evaluates her practice and seeks feedback from parents to help her make improvements. She shares ideas with other childminders and tracks children's progress for any gaps in learning. The childminder has completed some training. However, she has not considered extending her knowledge to further enhance her teaching skills to specifically support children with SEND.

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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.

p.3

should:

n strengthen learning intentions during activities to focus more precisely on what children need to learn next n enhance knowledge to further support children's learning and development, especially for children with SEND.

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Setting details

Unique reference number 2686026 Local authority Greenwich Inspection number 10372598 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 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in the Royal London Borough of Greenwich. The childminders provides care from Monday to Friday, from 8am to 4pm, throughout the year. The childminder provides government funded childcare.

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Inspection activities

n The childminder and inspector discussed how the childminder organises their early years provision, including the aims and rationale for the early years foundation stage curriculum. n The childminder and inspector carried out a joint observation and discussed the impact this had on children's learning. n The inspector spoke to parents and took account of their views. n The inspector held discussions with the childminder about safeguarding and how she evaluates her practice. n The inspector looked at relevant documents, including a paediatric first-aid certificate, qualifications, insurance and suitability checks.

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Inspection activities

4 February 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

4 February 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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