Childminder EY474895

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 stimulating and nurturing environment, where children feel safe and eager to learn. She supports children's well-being superbly. The childminder and any assistants she works with build strong attachments with the children in their care. This helps children to feel secure and confident. They eagerly speak with visitors. The childminder has high expectations for children's behaviour. She encourages good manners and models praise. Children's behaviour is good. They eagerly help the childminder to tidy up the toys when they have finished playing. Children are kind and respectful towards their friends and the environment.

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The provision is good

The childminder plans a varied curriculum that covers all areas of learning effectively. She encourages children to develop their early literacy skills through enjoyable experiences. For example, children enjoy books and story times with the childminder. The childminder uses books as a focus within her curriculum, building on children's language skills in English and other home languages. Children practise developing their small hand muscles, such as when they paint spaceships. These experiences help children to develop their early reading and writing skills. The childminder encourages children's physical skills as they enjoy a healthy lifestyle and eagerly race with cars and scooters around the garden.

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need to do better?

n The childminder confidently discusses children's starting points in development. She has a clear awareness of where each child is in their learning and what they need to learn next. The childminder offers a good balance of focused and quieter activities and more active play. She makes good use of resources and plans activities that build on children's topics and their interests. n Children begin to develop an understanding of mathematical concepts. The childminder introduces colours, numbers and shapes to children as they play. She uses mathematical language during activities. For example, children talk about sizes as they compare planets in the solar system. They use mathematical language in their everyday play. n Children become immersed in their learning as the childminder knows what captures their curiosity. However, sometimes, the childminder does not give children time to explore their play and emerging interests before moving them

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need to do better?

on to another activity. This reduces opportunities for children to practise their skills and explore new interests through their play. n The childminder consistently talks to children to help expose them to a wide range of conversation skills and vocabulary. She has interesting conversations with children while she plays alongside them to support their language and communication skills. For example, she introduces new words, such as 'solar

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need to do better?

10 July 2025 system', to extend children's language. The childminder models language as children play, describing what is happening, and she asks appropriate questions to enhance their thinking skills. n The childminder encourages children to take part in group activities. However, she does not consistently consider the delivery of her group activities so that they best support children to focus and be motivated to learn. Children show some interest in group activities, but they do not engage fully with the learning. In contrast, when children follow their own interests and make choices in their play, they show high levels of involvement. n The childminder forms good relationships with parents and carers. Parents are complimentary about the childminder, who shares information with them about their children's daily experiences at the setting. The childminder and parents share ideas about how to further support their children's learning at home. This

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need to do better?

supports good partnership working with parents. n The childminder supports children's independence. She promotes children's personal hygiene practices. For example, some children use the bathroom independently, with support, and wash their hands after using the bathroom. The childminder encourages children to wash their hands before mealtimes. n The childminder is highly reflective. She regularly assesses the effectiveness of her provision and identifies areas for development. The childminder seeks out training for herself and any assistants she works with. She supports any assistants she works with through effective supervision meetings and coaching. This helps to improve learning outcomes for children.

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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 allow children time to develop their own play and emerging interests so they make even better progress in their learning n develop the delivery of group activities so that they best support children to fully engage, focus and be motivated to learn.

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Setting details

Unique reference number EY474895 Local authority Bromley Inspection number 10411608 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 14 Date of previous inspection 19 February 2020

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Information about this early years setting

The childminder registered in 2013 and lives in Downham, within the London Borough of Bromley. The childminder works with two assistants. She provides care all year round, between 8am and 6pm, Monday to Friday, except for family holidays and bank holidays. The childminder holds a qualification at level 6. She offers government funded childcare.

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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 her early years curriculum. n The inspector observed the interactions between the childminder, her assistants and children, both indoors and outdoors. n The childminder and the inspector discussed how the curriculum is implemented and the impact on children's learning. n Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

10 July 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

10 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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