Childminder in Bexley

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 creates a safe and nurturing environment, where children feel happy, settled and confident. She takes time to understand each child individually. The childminder adapts her curriculum to suit children's unique needs and interests, supporting them to make the best possible progress. She encourages children to develop essential life skills and socialise with others in a supportive atmosphere. The childminder plans regular outings in the local community, linked to seasonal celebrations, to enhance children's cultural awareness and foster a strong sense of belonging. She plans these experiences thoughtfully to expand children's understanding of the world around them.

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The provision is good

When children join the setting, the childminder carefully assesses their developmental stage. She works closely with parents and carers to understand their children's strengths and next steps. This ensures a tailored approach from the start. For instance, for babies, the childminder prioritises secure attachments and supports early communication, laying strong foundations for learning and emotional growth. Children behave well under her care. The childminder is kind and nurturing, consistently modelling good manners and encouraging turn-taking. She values children's opinions, plans engaging activities around their interests and holds meaningful conversations with them. The childminder's strong relationships with families contribute significantly to children's sense of security and confidence.

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need to do better?

n The childminder tailors the curriculum to each child's next steps in learning, with child-led play at the heart of her approach. She thoughtfully builds on children's interests to promote their independence. For example, to support early literacy development, she helps children to strengthen the small muscles in their hands by modelling how to use scissors and then encouraging them to try independently. This hands-on approach keeps children engaged and eager to learn. n The childminder actively fosters children's communication and language development by engaging them in ongoing conversations and thoughtfully narrating on their play. She introduces new vocabulary, such as 'cocoon', linked to core texts to extend their language in meaningful contexts. As a result, children become confident communicators. n Since the last inspection, the childminder has strengthened her teaching through targeted professional development. She regularly reflects on her practice and

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need to do better?

has adapted her planning to cater for children's unique stages of development effectively. As a result, children's learning is more meaningful. For example, children delight in exploring the life cycle of a caterpillar using real-life materials, thoughtful questioning and links to stories.

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need to do better?

19 June 2025 n The childminder skilfully incorporates mathematics into play. For instance, she encourages children to throw coloured balls into matching baskets, enhancing their physical coordination and colour recognition. She also encourages counting the balls in each basket, supporting children's early numeracy alongside their physical skills. n The childminder uses the garden to inspire exploration and responsibility. Children engage in planting sunflowers and grass, caring for them through regular watering. This hands-on approach deepens children's understanding of growth, change and caring for living things. n Healthy eating and lifestyle habits are a key part of daily routines. The childminder offers nutritious meals and snacks regularly. She talks with children about making healthy choices in ways they understand. The childminder also works closely with parents to promote good oral health. This includes simple

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need to do better?

talks about the importance of brushing teeth. The childminder's approach supports children's lifelong health and well-being. n The childminder is passionate about helping children to deepen their learning. She regularly plans outings that connect to key topics. For example, after learning about caterpillars, the childminder takes children to visit a butterfly garden. These real-world experiences enrich children's learning and spark their curiosity. n Overall, the childminder makes efforts to assess the effectiveness of the provision in place. For instance, she ensures that children receive all the additional funding they are eligible for. However, the childminder does not consistently monitor or evaluate the impact of early years pupil premium funding on children's learning and development. Furthermore, she does not share this valuable information with parents, which limits opportunities to better support

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need to do better?

children's progress. n Children who may have additional learning needs receive effective support. The childminder works closely with parents, sharing vital information and tailored strategies. Parents consistently praise her dedicated approach and feel confident and reassured leaving their children in her care. This strong partnership ensures children thrive.

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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 strengthen self-evaluation to identify ways to enhance the quality of education to

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Setting details

Unique reference number EY344229 Local authority Bexley Inspection number 10392231 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 4 Date of previous inspection 12 August 2019

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Information about this early years setting

The childminder registered in 2006 and lives in Erith, Kent. She operates all year round, from 7.30am to 6pm, Tuesday to Thursday, except for bank holidays and family holidays. The childminder offers government funded childcare. She holds a degree in early childhood studies.

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Inspection activities

n The childminder and the inspector carried out a learning walk. They discussed how the childminder organises her early years provision, including the aims and rationale for her curriculum. n The childminder spoke to the inspector about children's learning and development. n The inspector considered the views of parents. n The childminder provided the inspector with a sample of key documentation on request. n The inspector evaluated an activity with the childminder. n The inspector observed the interactions between the childminder and children.

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Inspection activities

19 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

19 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

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

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