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 Good

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The provision is good

The childminder provides a welcoming and homely atmosphere. New children settle very quickly. They confidently separate from their parents as the childminder warmly welcomes them. Children happily choose resources themselves and settle down to play. This shows that children feel safe and secure at the provision.

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The provision is good

Children make swift progress from their starting points. The childminder builds strong partnerships with parents, which help her get to know and understand the children well. She shares information with parents daily to help them support children at home. The childminder has high ambitions for children. She provides activities, resources and suitable guidance that help support children achieve their next steps in learning.

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The provision is good

The childminder's calm and gentle manner with children helps them to understand simple rules and boundaries, which promote positive behaviour. Children willingly share toys as they play. The childminder excitedly claps and praises their achievements and efforts. Children respond to this positively. They behave well. Children are comfortable in the childminder's company. They easily interact with the childminder, who uses lots of language with them. For example, she explains, narrates their play and introduces them to a wide range of vocabulary. The childminder asks children questions, giving them time to answer. When children use words that are not clear, the childminder sensitively repeats the words back to them. This supports correct pronunciation and expands children's knowledge. This helps all children make good progress in their language development.

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need to do better?

n The childminder accurately identifies what children need to learn next. She works closely with parents to ensure that children have consistency to achieve their next steps in learning. For example, she uses encouragement, explanations and demonstrations to support children. Children demonstrate curiosity, perseverance and resilience as they try to work out the different spaces to fit the pieces of a puzzle. n Children focus and engage well as they play. However, at times, this is not recognised by the childminder. She tries to divert children from what they are playing with to join in another activity of her choice. This disrupts children's concentration and interrupts what they are trying to work out, such as practising new skills. n Children use play animals to create an imaginary world. They recall past learning as they play with the jungle animals. Children tell the childminder about the different animals, such as what they are. For example, they pick up an animal

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need to do better?

and think about it first, before saying to the childminder, 'a zebra'.

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need to do better?

24 April 2025 n The childminder provides opportunities for children to play with others and to meet new people. Children enjoy regular trips in the local community, for example to local playgroups, where they enjoy social experiences with others. Opportunities such as these help to enhance children's social interaction skills. n Children develop strong physical skills. The childminder plans outings that they enjoy. Children have ample opportunities to exercise, learn and develop how to control their body movements and balance. They learn how to care for their body, such as washing their hands and how to brush their teeth. The childminder supports children to develop healthy eating habits. For example, she ensures that meals and snacks are healthy and nutritious. She discusses these with the children to help develop their understanding of the importance of healthy eating. n Children learn about and identify different shapes and colours as they point

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need to do better?

these out to the childminder. They play with resources that can be sorted and attempt to put them into groups according to their colour. The childminder praises children's efforts and uses this opportunity to build mathematical language into play. n Children are very confident and independent. The childminder ensures that the environment is arranged carefully to allow children to easily choose resources of interest. For example, children choose items that interest them, and once they have finished playing, they competently tidy up and replace them on the shelf. n The childminder provides children with a range of mark-making resources, indoors and outdoors, to help strengthen their finger muscles. Children spend time exploring with different colour pencils on paper and use chalk to make marks on the ground. The childminder praises children for having a go and allows them to take these home to share with parents. Children have fun

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need to do better?

together with the childminder during this time. n Children learn about other people's similarities and differences through their experiences in the community, books and discussions. The childminder teaches children about different traditions, celebrations and festivals.

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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 consider the best times to intervene and guide children's learning so that they can engage deeply and learn during activities of their choosing.

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Setting details

Unique reference number EY540144 Local authority Greenwich Inspection number 10380557 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 1 Date of previous inspection 13 June 2019

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Information about this early years setting

The childminder registered in 2016 and lives in New Eltham. She is available to work from Monday to Friday, from 7.30am to 6pm, for most of the year. The childminder has a level 3 qualification in childcare.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale around the curriculum. n The inspector observed the interactions between the childminder and the children. n The inspector viewed and discussed the safety and suitability of the premises. n The childminder and the inspector discussed the activities provided and how they support children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

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

24 April 2025 24 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

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

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