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 Good

p.1

The provision is good

Children are safe, happy and settled in this welcoming setting. The childminder knows children well. Children build strong bonds with each other and the childminder. The childminder understands children's needs and responds kindly and respectfully. She ensures that the environment reflects children's interests and promotes independent learning. For example, children have free access to a range of resources, activities and themed events that the childminder sets up. Children refer to the childminder for comfort and support, where needed. They thrive on the childminder's input to their play. For instance, children engage in role play and children often imitate what she is doing in real life, such as by putting their toy babies to sleep.

p.2

The provision is good

The childminder has high expectations for children and plans a curriculum that supports them to make progress. She values the importance of communication and language and listens carefully to children. For instance, when reading a story, the childminder uses props and visuals to support children's understanding of words. Children develop good attitudes to their learning and often lead their learning independently, such as categorising objects by colour independently on the easel. The childminder promotes children's self-esteem and confidence through praise and encouragement. Children often copy such as clapping their hands with excitement when they achieve something.

p.2

need to do better?

n The childminder promotes children's good health. She encourages children's independence in self-care routines, such as washing their hands and changing their clothes. The childminder offers children a wide range of foods and opportunities to explore healthy choices and eating in their play. She develops children's understanding of food through effective interactions during mealtimes. n Children independently engage with planned activities, such as understanding their world through their senses. For example, the childminder creates an aquatic underwater scene with coloured rice, painted pasta shells, animals and treasure baskets for children to explore and use their fine motor skills with tweezers and scoops. However, the childminder does not consistently adapt activities to support younger children's developmental needs or to engage in the same or similar activities as older children. n The childminder has high expectations for children to be ready for school. She

p.2

need to do better?

weaves mathematics into children's play. Children respond well to the childminder and listen carefully. For example, when exploring a range of shaped puzzles, the childminder encourages children to sort them into colours and shapes. For younger children, the childminder uses a range of songs and stories to support children's understanding of mathematical concepts.

p.2

need to do better?

16 May 2025 n The childminder uses her knowledge and experience of working with children to communicate effectively with parents and carers. She works closely with parents to ensure that she meets individual children's needs and regularly shares information with parents. For example, the childminder uses multiple means of communication to ensure that parents feel reassured and aware of what their children have been learning. Parents speak highly of the childminder and the services she provides, often recommending her to others. n The childminder develops children's early literacy skills. When she reads stories, younger children clap their hands with excitement. The childminder encourages children to repeat words and phrases in the story. Children show they are familiar with the childminder's stories and actions. n The childminder ensures that she keeps her practice up to date. She seeks different means of training from various different platforms. The childminder has

p.2

need to do better?

recently completing safeguarding training and reviewed her policies to ensure that they align with information from her training. n Children behave well. The childminder is a good role model. She promotes manners and positive behaviour through encouragement and praise. For example, during a circle time, children explore 'what is in the bag', where they take turns taking an object out of the bag to explore. Children children wait patiently for their turn. During activities, the childminder promotes sharing and kindness towards others. n The learning environment is amply resourced, well organised and broadly meets the needs of the children who attend. The childminder gives children plenty of opportunities within their community, such as visiting playgroups, gymnastic sessions and activity centres. She extend younger children's physical skills, such as during 'tummy time'.

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 adapt activities and learning opportunities so they meet all children's developmental needs more precisely.

p.3

Setting details

Unique reference number EY538703 Local authority Bromley Inspection number 10380516 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 5 Number of children on roll 5 Date of previous inspection 12 June 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Orpington, in the London Borough of Bromley. She operates all year round, from 7am to 5pm, on Monday, Tuesday, Wednesday and Friday. The childminder holds an appropriate qualification at level 3 and provides government funded childcare.

p.4

Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that 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 The inspector spoke to children to find out about their time at the setting. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum is implemented and the impact on children's learning. 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.

p.4

Inspection activities

16 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

16 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