Childminder EY397466

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

The childminder provides a friendly and welcoming home-from-home environment for children. Children are confident within the setting. They explore with curiosity the activities and experiences set out as part of the childminder's broad and ambitious curriculum.

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The provision is good

The behaviour of children is good. The childminder has house rules in place and children respond positively to these. They understand they need to share resources and be kind to each other. Children are assertive and able to express their own views and opinions. They share with the childminder their ideas, giving meaning to marks they make on the large outside chalkboard.

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The provision is good

The childminder provides a warm and positive environment for children, where they receive an abundance of praise and encouragement. This helps children to become confident, independent learners, who show resilience when they encounter difficulty. As children work hard to complete tasks, they show delight in their achievements, turning around with big smiles on their faces and declaring happily, 'I did it.'

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The provision is good

The provision for children with special educational needs and/or disabilities (SEND) is excellent. The childminder works closely with other agencies involved in children's care, learning and development. She ensures that activities planned are inclusive for all children with a weekly visit to a SEND playgroup as part of the regular schedule.

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need to do better?

n The childminder is passionate about her role of providing quality early years education. She takes time to understand the individual needs of her children and their starting points. She observes and accurately tracks the development of all children, ensuring that she is working consistently with parents and others involved in children's learning and development. The childminder is clear on what it is she wants children to learn next and has appropriate next steps in place to promote this. n The curriculum for the development of children's communication and language is well delivered. The childminder has attended recognised training and delivers sessions alongside other childminders to develop children's speech and language. The childminder provides a narrative to children, providing them with new language they can use in their play. She works with speech and language therapists involved in children's care to use visual aids for communication

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need to do better?

alongside words. n The childminder creates an inviting environment for children with varied

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need to do better?

7 July 2025 opportunities for play. Children are mostly focused and engaged in their play. However, at some points across the morning, there is music playing nursery rhymes loudly in the background, which can be quite distracting for children. As the childminder asks children questions about what they are doing, they do not hear and instead are singing along to the rhyme in the background. n The childminder skilfully supports children's early mathematical development. Children carefully use large tweezers to sort objects by colour into matching bowls. They discuss the colours they have and look at shapes in the environment. While reading books about minibeasts, the childminder encourages children to count how many spots the ladybird has and how many bees they can see. Children begin to use mathematical language, such as 'more' or 'less', during water play. n The childminder works in partnership with parents to ensure that they feel well

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need to do better?

informed of children's learning and development. She provides verbal feedback at the end of each day and children have a communication journal between home and the setting for sharing regular updates. n The childminder uses her local community to provide children with opportunities to socialise with other children and learn about the world around them. Children visit playgroups on a weekly basis to socialise in larger groups with other children. They visit local farms, and parks to develop their physical skills. Once a week, children attend a childminder-run forest school group, where they learn about nature and discover minibeasts. n The childminder continues to engage in training that develops her knowledge and enhances her own professional development. She assesses regularly the current needs of her children and what training she could do to further meet their needs. This includes recently undertaking specific training to increase

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need to do better?

opportunities for communication for children with SEND.

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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 evaluate how background music is used, especially when doing focused activities with children, to ensure they can focus and concentrate on what is being asked.

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Setting details

Unique reference number EY397466 Local authority Greenwich Inspection number 10394834 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 3 Date of previous inspection 27 September 2019

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Information about this early years setting

The childminder registered in 2009. She lives in Woolwich in the Royal Borough of Greenwich. She works weekdays from 8am to 5pm, all year round. The childminder receives funding for free early education for children aged two, three and four years of age. She holds a qualification at level 3.

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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 curriculum. n The inspector spoke to children, to find out about their time at the setting. 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 The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

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

7 July 2025 7 July 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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