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

p.1

The provision is good

The childminder provides a warm, safe and welcoming home-from-home environment. Children in this setting are confident and have high levels of self- esteem. They are eager to share with others all the things they enjoy doing in the setting.

p.2

The provision is good

The childminder has designed an ambitious and creative curriculum that takes into consideration the different styles of learning children have. Children explore with curiosity and show sustained concentration in their chosen activities.

p.2

The provision is good

The childminder is a positive role model for children. She helps them to understand the importance of sharing and being kind to each other. Children begin to learn the impact their actions have on others. Older children develop the confidence to begin to negotiate conflict independently and resolve minor disputes.

p.2

The provision is good

The childminder has high expectations of children. She provides children with the skills to develop their independence in all areas of their learning. Children enjoy helping to tidy up and do simple jobs, such as carrying out the plates and oranges ready for snack. The childminder provides children with an atmosphere that is filled with positivity and encouragement. As such, children develop the resilience to persevere with tasks when they become tricky, knowing the childminder is nearby if needed.

p.2

need to do better?

n The childminder knows her children well. She is precise in her observation and tracking of children's development to ensure that they make good progress from their starting points. The childminder ensures that next steps encourage children to achieve what it is they need to learn next. Children are well prepared for the next stage of their learning. n The childminder provides a well-structured curriculum for children's communication and language development. Children develop varied and rich vocabularies. They use language to express their ideas, thoughts and opinions. They ask questions and consider why things happen. Children animatedly talk about the caterpillars they currently have in a jar and how much they have grown. They are excited for them to become butterflies and be released in the garden. n Children develop their knowledge of mathematical concepts through play. As they balance over the stepping stones, they count confidently from one to 10.

p.2

need to do better?

They discuss the different colours they see. While manipulating dough, children compare whose is heaviest by using weighing scales. The childminder asks how they know whose is heaviest, and children assertively answer that the heaviest

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need to do better?

11 June 2025 side is down and the lighter one is up. n The childminder plans thoughtful experiences for children that capture their imagination. However, on occasion, the childminder does not fully consider the environment around her. For example, as children take part in an activity squeezing oranges to make juice, they are near the playhouse where music is playing. So children can hear her above the music, the childminder at times must raise her voice to be heard and some children are distracted. They struggle to concentrate on what is being asked of them. n The childminder promotes healthy lifestyles to children. Children enjoy nutritiously balanced and freshly prepared meals daily. Children understand the importance of washing their hands before meals and after using the bathroom. The childminder helps children to understand how to keep themselves safe, for example explaining to them why we should not climb on furniture, so they can

p.2

need to do better?

begin to assess risks for themselves. n The childminder makes excellent use of her local environment. On Mondays, she helps to run a forest school session. Children talk excitedly about forest school and the different activities, such as making leaf portraits, that they have taken part in. The childminder also helps to run another local playgroup, providing children with opportunities to socialise in larger groups. Children regularly visit the local soft-play centre, libraries and farms to extend their learning. n Partnership with parents is good. Parents describe the activities and experiences provided by the childminder as 'varied and creative'. They feel that the monthly newsletter gives them a good overview in terms of themes of learning. However, the childminder does not consistently provide parents with regular updates about their child's individual progress and development.

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 consider how background music is used, especially during focused activities, to ensure that children can focus and concentrate on their learning n continue to work with parents to ensure that they feel well informed of their children's progress in their learning and how this can be further supported at home.

p.3

Setting details

Unique reference number EY458013 Local authority Greenwich Inspection number 10394635 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 17 September 2019

p.4

Information about this early years setting

The childminder registered in 2013 and lives in Eltham, in the Royal Borough of Greenwich. She operates all year round, from 7.30am to 5.30pm, Monday to Friday. The childminder offers the government funded places for childcare. The childminder has completed training relevant to her role.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. 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 the 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.

p.4

Inspection activities

11 June 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

11 June 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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