Berry, Julie Ann

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 compassionate childminder creates a welcoming and nurturing environment in her home. Children arrive with smiles on their faces, eager to see the childminder. They develop strong attachments with the childminder, who is attentive to their changing needs. For instance, she recognises when children are tired or hungry.

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The provision is good

The childminder plans a varied and well-balanced curriculum that reflects children's interests and previous experiences. Planned outings within the local community, and beyond, further enrich children's experiences. For instance, children enjoy trips to playgroups, parks, farms and museums. These experiences help prepare them for life in modern Britain and enhance their social skills. Children are confident communicators who share their experiences during child-led play. For example, they demonstrate an understanding of the meaning of different-coloured traffic lights while playing with building blocks. Children have a positive attitude towards learning and remember what they have learned. As a result, all children make significant progress in their development and education.

p.2

The provision is good

The childminder maintains high expectations for children's behaviour. She is a positive role model and establishes clear boundaries. Children are familiar with the routines and follow instructions well. Children are kind, self-confident and polite. For example, children say 'please' and 'thank you'. The childminder offers ample praise and encouragement for children's efforts and achievements, which contributes to their good behaviour.

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need to do better?

n The childminder plans and implements a comprehensive curriculum based on children's interests and stages of development. She effectively supports children across all areas of the early years foundation stage. For example, children benefit from daily outdoor activities, including football games. This approach strengthens the development of children's co-ordination and promotes their overall well-being. Children are well prepared for their next stage of learning. n The childminder effectively supports the development of children's communication and language skills. She reads both fiction and non-fiction stories to children. For example, she uses engaging props to bring stories like 'The Very Hungry Caterpillar' to life, capturing children's focus and attention. She names the props and encourages children to repeat the words. This approach helps expand children's vocabulary and comprehension. n The childminder provides diverse toys and resources that children enjoy playing

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need to do better?

with. However, the organisation of the learning environment does not consistently support children to access resources independently. For example, children are unable to easily identify toys in unlabelled boxes on shelves.

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need to do better?

23 April 2025 Consequently, this limits children's opportunities to make their own choices in their play. n Settling-in sessions are tailored to meet each family's specific needs. The childminder ensures that children have sufficient time to settle into the new environment. She collects information from parents about their child, including routines, interests, prior knowledge and dietary requirements, before they enrol. This information is used to plan meaningful experiences that facilitate a smooth transition for children. This contributes to the trusting relationships between children and the childminder. n Overall, the childminder promotes children's self-care skills well. However, occasionally, the childminder does not give children opportunities to attempt tasks for themselves. For example, she wipes their noses and peels their fruit during snack times. This approach limits the opportunities for children to practise

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need to do better?

and extend their growing independence skills. n The childminder is committed to her continuous professional development and reflects on the provision she offers. She completes statutory training, such as safeguarding and paediatric first aid courses. Additionally, she seeks further training to enhance her good teaching skills. She consistently discusses strategies with other childminders to keep her knowledge and skills up to date. n Parent partnerships are strong. Parents share positive comments about the childminder and are appreciative of the services she provides. She consistently shares updates on children's development through both verbal and written feedback, along with photographs. For example, she completes two-year progress checks, which she shares with parents, along with suggestions for supporting learning at home. This ongoing two-way communication helps parents stay informed about their child's current interests, achievements and

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 review the organisation of the learning environment to enable children to consistently access resources independently to further support child-led play n provide further opportunities for children to attempt tasks for themselves to enhance their growing independence.

p.3

Setting details

Unique reference number EY347930 Local authority Bromley Inspection number 10376188 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 10 Date of previous inspection 21 May 2019

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Information about this early years setting

The childminder registered in 2007 and lives in West Wickham, in the London Borough of Bromley. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family 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

23 April 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

23 April 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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