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

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The provision is good

Children thrive in this warm, welcoming and inclusive setting. They arrive confidently and greet adults with smiles, then settle quickly into familiar routines. From the start of the day, they are encouraged to be independent, taking off their shoes and washing their hands, ready for breakfast. These daily routines help children learn how to care for themselves and build their self-confidence.

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The provision is good

Children form strong bonds with the adults who care for them. The childminder knows each child well and offers praise and reassurance, helping children to feel safe and secure. Social skills are nurtured throughout the day as children chat with each other, take turns and work together on activities, such as building train tracks or tidying up.

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The provision is good

The setting's separate cabin and garden provide a calm, focused environment. Children are highly engaged in storytelling, singing and creative play. The childminder introduces children to sounds and letters, which also helps to prepare older children for later learning. Children benefit from the consistent expectations for behaviour and the positive role modelling they see. There is a real sense of community and care, where every child is valued and supported to make good progress in their own way.

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need to do better?

n Children enjoy their time in this nurturing and well-organised setting. They are engaged, and they play enthusiastically. The childminder knows what she wants the children to learn and designs her curriculum around this. She supports children's development across all areas of learning. Children develop positive attitudes towards their learning, and they are emotionally well prepared and ready for their next steps. n Children are provided rich opportunities to support their language development. Adults skilfully model vocabulary and prompt discussion throughout the day. During the inspection, children spoke confidently about their weekend trips to the beach, naming items such as sun cream, ice-cream and sandcastles. Repetition and rhythm at story time helps build children's listening and comprehension skills. Older children respond enthusiastically to questions, while younger children benefit from sitting close to adults and participating in actions.

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need to do better?

Children are developing good communication skills. n The childminder and her assistants form good relationships with children. They are calm, consistent and quick to remind children of the expectations. Children respond well to gentle reminders to use their 'listening ears' and show kindness to others. This helps children to develop good social skills. Children form friendships and play cooperatively with their peers.

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need to do better?

12 May 2025 n Children are provided with a range of different opportunities. Overall, the childminder considers children's next steps in learning when planning experiences. That said, on occasion, the childminder does not adapt her teaching in response to children's engagement. For example, some stories were too long for some of the younger members of the group. At times such as these, children lose their focus. n Partnerships with parents are strong. Parents value the regular updates, termly reports and ongoing communication, which help them support their children's learning at home. Several families highlighted improvements in their children's confidence, communication and independence. Since the pandemic, parents noted how much they value the strong sense of community that the childminder promotes and that their children cannot wait to attend. n The childminder demonstrates a clear commitment to improvement. She works

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need to do better?

closely with local colleges to support apprentices and provides regular supervision to any assistants, which helps develop their skills. Team meetings focus on the planning of children's next steps in learning, and digital tools are used to track children's progress collaboratively. n Children enjoy being creative and eagerly join in with planned opportunities. However, their creativity is sometimes hindered due to the choice of resources made available. For example, pre-cut, shaped paper and stickers. At times, this means children are unable to explore freely and express their creativity fully. n Children demonstrate increasing independence. At mealtimes, they feed themselves and talk about what they are eating. During tidy-up time, they fold and sort items without prompting. These routines build children's self-esteem and help to give them a sense of belonging.

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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 review the implementation of group times, in order to best meet the developmental needs of all children so that they can engage fully in the learning opportunity that is provided n enhance opportunities for children to explore their own ideas and express themselves creatively.

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Setting details

Unique reference number EY465532 Local authority Bromley Inspection number 10388623 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 19 July 2019

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Information about this early years setting

The childminder registered in 2013. She lives in Bromley in South East London. She holds an appropriate childcare qualification at level 3 and works with five assistants who also hold relevant childcare qualifications at level 2 and level 3. The childminder operates her service Monday to Friday, from 7.30am to 5.30pm.

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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 for the early years foundation stage curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed how the childminder and her assistant interacted with children and spoke with the children present. n The childminder provided the inspector with a sample of key documentation on request. n The inspector spoke with parents and took account of their views. n Children communicated with the inspector during the inspection.

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Inspection activities

12 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

12 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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