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 Not applicable

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The provision is good

Children are happy and thrive in the childminder's home. She provides an exciting and secure environment for children to explore. Children are sociable and display confidence in new situations. They talk about what they enjoy in the setting. For example, they enjoy playing with toys and spending time with their friends and the childminder. Children are respectful and build strong bonds with their friends and the childminder.

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The provision is good

The childminder places the interests and developmental stages of children at the heart of her practice. She implements a well-balanced curriculum that supports all areas of learning, with a strong focus on communication and language. Children proudly talk about a variety of vegetables and fruits grown in the childminder's garden. They harvest radishes from the garden and prepare them under the childminder's supervision. Children taste the radishes and enthusiastically describe them as 'spicy' and 'peppery'. The childminder engages in meaningful conversations with children and incorporates sign language. As a result, children develop a positive attitude toward learning and make significant progress, including those who speak English as an additional language.

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The provision is good

The childminder has high expectations for children's behaviour. For instance, she encourages them say, 'please' and 'thank you'. Children are helpful and show kindness to one another. For example, older children show younger children how to operate an electronic toy. They are curious learners who display good problem- solving skills. They are well prepared for the next stage of education in nursery or school.

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need to do better?

n The childminder demonstrates a strong understanding of child development. She uses careful observations to assess each child's learning and identify what they need to learn next. She offers a holistic curriculum that offers a balanced mix of adult-led and child-initiated play. As a result, children develop a broad range of knowledge and skills to support their future learning. n Children have opportunities to play indoors and outdoors under the close supervision of the childminder. She makes effective use of her well-resourced garden to enhance children's learning experiences. For example, they enjoy balancing on an obstacle course and squeal with delight on the swings, exclaiming, 'Look, I am going backwards and forwards'. This approach promotes children's stamina, coordination and spatial awareness. n Overall, the childminder supports children's independence skills. However, occasionally, she does not encourage children to attempt self-care tasks for

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need to do better?

themselves. For example, she wipes children's noses and puts the soiled tissues

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need to do better?

21 May 2025 in the bin. Therefore, children do not have consistent opportunities to further develop their independence skills. n The childminder promotes a diverse and inclusive practice. Children explore the similarities and differences among people within their communities and beyond. For instance, they visit a nearby residential home, which helps children learn about the local community. This practice enhances children's understanding of the world around them. n The childminder offers a rich range of learning opportunities that build on children's understanding of mathematics. Children learn about numbers and shapes through engaging activities. For instance, they use play dough to create different shapes, including rectangles, triangles and stars. Additionally, the childminder teaches mathematical vocabulary such as 'long' and 'short' as she compares the sides of shapes. This approach strengthens children's

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need to do better?

understanding of early mathematical concepts. n The childminder is a positive role model and establishes clear rules and boundaries, which contribute to a harmonious learning environment. However, she does not always help children to understand the rules and the reasons they should be followed. For example, when children run indoors, she does not explain how their actions affect themselves and others. Consequently, children do not consistently understand how their behaviour affects themselves and those around them. n The childminder successfully builds positive partnerships with parents. She regularly updates parents through an online childcare application and provides verbal feedback about their children's learning and progress. Parents provide positive reviews of the childminder. For example, they describe her setting as a loving, stimulating, fun environment, and they appreciate the trips she organises

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need to do better?

to parks, toddler groups, museums and nature trails. Parents comment that they would highly recommend her services to others.

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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 enhance opportunities for children to attempt tasks for themselves to further develop their independence skills n support children to understand the rules and the reasons they should be followed, to help them to understand how their behaviour affects themselves and others.

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Setting details

Unique reference number 2693527 Local authority Bromley Inspection number 10380924 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022. She lives in Bromley, in the London Borough of Bromley. The childminder holds a childcare qualification at level 3. She operates term-time only, from 7.30am to 6pm, Monday to Friday. She works with a co- childminder.

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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 it is 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

21 May 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

21 May 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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