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 creates a nurturing, safe and secure environment for children. Upon arrival, children hang up their coats and put away their shoes. This helps develop their independence and sense of responsibility. Children settle quickly and are happy at the childminder's home. This is because she provides children with the support and reassurance they need, which effectively enhances their overall well-being.

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The provision is good

Children are eager and motivated learners. They confidently explore the environment and select resources that capture their interest. For example, younger children enjoy pressing buttons on electronic toys, delighting in the sounds and lights they produce. Older children carefully turn the pages of books and talk about the pictures. Children show good focus and concentration in their learning. They are kind and polite to one another, which helps foster strong friendships.

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The provision is good

The childminder offers an ambitious and inclusive curriculum that caters to children's needs and interests. Children enjoy creating a variety of artworks. For instance, they create drawings titled 'Ice Cream' and 'Circle', which are displayed in the childminder's home. This practice strengthens children's sense of belonging and boosts their self-esteem. Children make good progress and are well prepared for their eventual move to school.

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need to do better?

n The childminder recognises the importance of promoting healthy lifestyles for children. She provides them with nutritious, home-cooked meals and regular outdoor play. Children have daily opportunities to visit parks and use a range of play equipment. This contributes towards developing their core muscles and coordination. n The childminder uses her good understanding of child development to assess children's progress. Overall, she plans adult-led activities that support the delivery of the curriculum well. However, at times, planned activities do not support children's individual next steps in learning. For example, during a threading activity, older children completed the task easily and quickly and did not extend their fine motor skills further. n The childminder has an effective self-evaluation process that identifies her strengths and areas for improvement. She regularly reflects on her practice. She

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need to do better?

uses questionnaires to collect feedback from parents, which helps her further enhance the quality of education and care she offers. The childminder is dedicated to ongoing professional development, ensuring that her mandatory training is up to date and strengthening her skills through various courses. n Children's creativity and imagination are supported well. They engage in role-

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need to do better?

25 February 2025 play activities and sing nursery rhymes. Children create a range of different rhythms using various musical instruments, such as xylophones, shakers, twist drums and bells. Children have fun as they move their bodies to the music they produce. These activities help to build children's self-confidence and promote a positive attitude toward learning. n Children's independence and self-care skills are promoted through routine daily activities. The childminder encourages younger children to feed themselves and older children to put on their own shoes. Additionally, they are encouraged to wash their hands before mealtimes. These approaches help children develop skills for their move to nursery or school. n The childminder implements various strategies to develop children's language and communication skills. She provides a running commentary on children's play and gives them enough time to respond to her questions. Children are becoming

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need to do better?

confident communicators. However, sometimes, the childminder does not introduce specific new vocabulary for certain words to extend children's vocabulary, such as when children say, 'baby sheep' and 'baby horse'. n The childminder teaches children about the similarities and differences among people beyond their own communities and experiences. For instance, children visit local markets, where they talk to stallholders about different types of food, such as noodles and plantains. This approach helps foster children's understanding of diversity and enhances their own sense of identity. n The childminder successfully establishes strong partnerships with parents, who are appreciative of her services. For example, they comment that they are happy with the 'diverse and exciting' activities their children engage in. The childminder communicates with parents through daily conversations and sends them photographs. Parents are extremely pleased with the progress and development

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need to do better?

their children achieve while in the childminder's care.

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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 consider how well adult-led activities support children's individual next steps in learning to help children make the best possible progress n model specific language to support children to extend their vocabulary further.

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Setting details

Unique reference number 2688698 Local authority Greenwich Inspection number 10375807 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022. She lives in Woolwich, in the London Borough of Greenwich. She operates all year round from 8am to 6pm, Monday to Friday, except for family holidays and bank holidays. The childminder provides government-funded education.

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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 their early years foundation stage curriculum. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having 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

25 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

25 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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