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

p.1

The provision is good

Children are happy and secure in the childminder's home. The childminder respects children's opinions and provides them with choices. She asks children to pick the fruits they would like at snack time. Older children decide if they would prefer to play or read before they are ready for sleep and children express their preferences clearly. The childminder uses warm tones when inviting children to participate in intimate care routines and hygiene routines. The childminder is a great role model, she promotes kindness and harmony in her home.

p.2

The provision is good

The childminder has clear intentions for children's learning. For example, she has identified that children are interested in life cycles and minibeasts and that some of the children need to further develop their fine motor skills in preparation for early writing. To meet the children's needs, and build on prior learning, the childminder sets up activities for children to learn about bees. The childminder models how bees collect nectar from flowers and take it to a beehive. Children use tweezers and spoons to move the 'nectar' pompoms to the beehive. Older children use the key vocabulary in the correct context and all children practise using hand-eye coordination and their small muscles. Children explore activities with excitement for long periods of time. The opportunities provided by the childminder are ambitious for all children and all children make good progress.

p.2

need to do better?

n As children play the childminder's interactions support and extend their learning, creating a language-rich environment. She talks to younger children about the objects in their hand and they make eye contact with the childminder and babble. When older children connect train carriages, she asks 'Do you think there would be people on the train?' When children begin adding people to the train, the childminder encourages the use of positional language, such as 'in front of' and 'behind'. However, sometimes, the childminder does not allow children the processing time they need to think and respond to her questions. n Children who speak English as an additional language have lots of opportunities to celebrate and use their home languages in the childminder's care. For example, one day a week is currently 'Hungarian day'. The children listen to stories in Hungarian and practise using everyday words. The childminder

p.2

need to do better?

celebrates languages from around the world through age-appropriate activities, such as listening to Japanese songs and joining in with German nursery rhymes. n The childminder supports children to develop their independence and self-care skills. Children tidy up toys and help clean tables and chairs after snack time. Children eagerly learn to put their own coats and shoes on when they get ready for the garden. The childminder praises their efforts and encourages them to carry on trying. As a result, children from a young age attempt tasks for

p.2

need to do better?

19 May 2025 themselves. n The childminder works in close partnership with parents. Parents say they are happy with how the childminder supports them, especially when there is change at home. For example, the childminder reads stories to children about the arrival of new siblings. The childminder ensures parents seek advice from health professionals in a timely manner, when needed, and follows targeted plans from professionals to improve outcomes for children. n The childminder completes regular training, above and beyond mandatory expectations. She reflects on the training to make improvements to her curriculum and practice. The childminder has developed a good understanding of school readiness through her training and research and plans activities and routines that focus on children's independence skills successfully. n Children learn about healthy lifestyles and the importance of being physically active. Each day children help the childminder in the preparation of meals for the

p.2

need to do better?

next day. They wash, peel and cut the vegetables for their soup and apples for a low-sugar apple crumble dessert. The childminder takes children on regular walks and outings, they practise skills that increase their balance and coordination at gymnastics sessions. Children learn how to make healthy choices. n The childminder establishes strong routines and has clear expectations of children's behaviour. Children know what to expect next. They listen to the childminder and follow instructions with ease. She gently reminds children about safety rules and this means that children's transitions between activities and routines are smooth.

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 provide children with more time to think about information they are given and respond to the questions they are asked.

p.3

Setting details

Unique reference number 2699745 Local authority Greenwich Inspection number 10380305 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2022. She lives in Blackheath, in the London Borough of Greenwich. She provides childcare care from Monday to Friday, 7.45am to 5pm, throughout the year. The childminder offers funded childcare places.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 Parents shared their views of the setting with the inspector. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

19 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.

p.4

Inspection activities

19 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6