Childminder in Bromley

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

p.1

The provision is good

Children are very happy and settled in the childminder's care. She provides a home-from-home environment for children. They benefit from close caring relationships with the childminder to help them feel safe and secure. Children behave very well. They are polite and play cooperatively together, children use please and thank you with minimal prompts from the childminder. The childminder praises and encourages children, helping them to feel a sense of achievement and pride. They show delight when they share their bug creations with adults. Children concentrate and engage very well, are enthusiastic and are keen to learn and join in.

p.2

The provision is good

The childminder has an ambitious curriculum in place. She follows children's interests as well as topics with children learning through play. The childminder uses her knowledge of children's interests for their adventures and to engage them in play and learning. The ultimate aim of her curriculum is for children to develop the knowledge and skills they need to move on to their next stage in learning. The childminder wants these transitions to be as easy as possible for them. The childminder plans experiences and activities for children to support their learning, as well as introducing new knowledge and skills into their free play. The curriculum supports all children to make effective progress in their learning and development.

p.2

need to do better?

n The childminder monitors and supports children's progress well. She has robust strategies in place to gain an insight into children's early experiences during detailed conversations with parents. She establishes realistic starting points that she uses to inform her planning of appropriate play opportunities that promote children's development. All children make good progress. n The childminder promotes children's communication and language development. For example, she shares books, asks children questions and engages them in conversation. However, there are times when the childminder does not give children enough time to process new information or think about what has just been said. This means that, sometimes, children do not respond, or they lose focus during a conversation. n Children are well prepared for their next stage of learning. The childminder knows every child extremely well and builds on what they already know to move

p.2

need to do better?

their learning forward. For example, children learn how to handle books correctly when they help the childminder turn the pages. Children enjoy regular trips to the library, where they borrow books. This encourages a love of books and stories. n The childminder takes children on regular outings within the local community as well as 'bigger adventures'. For example, children take trips to London to look at

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need to do better?

27 February 2025 different buildings as this supports their interests. This provides children with an understanding of their local community and gives them a sense of the wider world. n The childminder considers children's physical skills well. Children enjoy being outdoors, kicking balls and looking for bugs. They practise building their small- hand muscles, such as moulding and squashing play dough. The childminder is calm and patient and constantly provides children with praise and encouragement. This supports children's self-esteem and their confidence to have a go, as they develop their physical skills. n Mathematics is woven through the activities of the day. The childminder introduces mathematics vocabulary while playing with children. She helps children to count items very well and uses mathematics language in their play, talking about how high the pots are stacked and how things are 'bigger' or

p.2

need to do better?

'smaller'. This helps children to embed early mathematics skills. n The childminder has strong links with other settings children attend. For example, she talks to the children about their key worker at pre-school and what they like to do there. She works closely with parents, sharing children's progress and ideas to support learning at home. This means that children receive care that is consistent. n The childminder is dedicated to continuing to enhance her practice and provide rich learning experiences for children. She regularly reflects on her practice and seeks the views of the children and parents. The childminder organises training to enhance her skills and knowledge. This supports her to continually reflect and improve the quality of the provision for the children in her care.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n give children more time to process information to enable them to develop their language and listening skills.

p.3

Setting details

Unique reference number EY441125 Local authority Bromley Inspection number 10375858 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 5 Number of children on roll 9 Date of previous inspection 7 May 2019

p.4

Information about this early years setting

The childminder registered in 2012. She lives in the London Borough of Bromley. The childminder provides care to children from 7.30 am to 5.30pm, Tuesday to Friday, throughout the year. She holds an appropriate childcare qualification at level 3. The childminder offers the government funded places for childcare.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years curriculum. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n The inspector sampled written feedback from parents to gather their views of the childminder. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

27 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

27 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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