Childminder 136621

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 and children build close attachments. Children are extremely happy and confident when at the childminder's home. The childminder knows the children well. She uses this information to plan an effective curriculum based on children's interests and next steps. She provides challenging experiences that build on children's prior knowledge and skills. She focuses on preparing children for the next stages of learning, including starting school. Children benefit from regular outings and opportunities to build their social skills. For example, they meet other children and childminders for play dates and enjoy trips to local parks, country parks and places within their local community. They learn to interact and build their confidence and make friends outside the childminder's home. Children are active learners, who enjoy exploring the childminder's home and garden. They benefit from well-planned activities and resources. For example, children build on their

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The provision is good

large muscles as they run around the garden looking for hidden shapes.

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The provision is good

The childminder provides clear and consistent boundaries. She teaches children about the behaviours she expects from them. Children learn to share and take turns. They are taught to recognise the consequences of their actions on others and to respect the feelings of their friends. Children are polite and behave well.

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need to do better?

n The childminder provides children with activities that enables them to follow their interests and develop their learning. For instance, when children show an interest in seeds and growing, the childminder helps children to learn about how their apple seeds grow into apple trees. n The childminder provides a language-rich environment. She comments as they play and introduces new words, such as 'stretching', as the children manipulate play dough. She engages children in conversation and asks questions. However, she does not use questions to challenge children's thinking skills to extend their learning. Despite this, children make good progress with their communication and language skills. n The childminder supports children's mathematical skills well. She models counting during daily routines that results in children beginning to use numbers in their own play. The childminder helps children to learn language to describe

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need to do better?

size and shape as they eagerly look for shapes around the garden. n The childminder makes sure her environment is set up to meet the range of needs of children she cares for. Children independently access toys and resources, such as pens. They make marks on paper to support their early literacy skills. n The childminder does not consistently develop children's independence. For instance, she pours drinks into children's cups and prepares their fruit during

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need to do better?

31 July 2025 snack time. Furthermore, the childminder tidies the toys for the children rather than encouraging them to complete these tasks themselves. n The childminder offers first-hand experiences for children to learn about the wider world around them. Children grow their own vegetables. The childminder takes children regularly to parks and for walks around the local community. This helps to broaden children's experiences and knowledge of the community they live in. n When children attend another early years setting as well as with the childminder, information is exchanged about their learning and development. This ensures consistency in children's care and learning and helps the childminder to develop a deeper knowledge of children's abilities and to plan more precisely for their learning. The childminder helps children to be emotionally ready for their move on to other settings. n The childminder is passionate about her role. She reflects on her practice and

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need to do better?

strives to improve her knowledge and skills to further enhance her provision. For example, she participates in training and independent research to further support changes to the early years foundation stage. She uses online research and has discussions with local childminders to help her gain new ideas to support children's learning. n Parents speak highly about the childminder and have built warm, positive relationships with her. Parents value the regular updates they receive on their children's development through daily face-to-face communications to help them to support their child's learning at home.

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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 improve questioning skills to consistently build on children's thinking skills to extend their language and learning further n review everyday routines and tasks to provide children with opportunities to develop their independence skills.

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Setting details

Unique reference number 136621 Local authority Bromley Inspection number 10398657 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 5 Date of previous inspection 5 November 2019

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Information about this early years setting

The childminder registered in 1999. She operates in the London Borough of Bromley, Monday to Thursday from 9am to 5.30pm, all year round, except for her holidays. The childminder holds a recognised childcare qualification at level 3. The childminder offers government funded places for eligible children.

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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 Children spoke with the inspector during the inspection. 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 Parents spoke to the inspector about their views of the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

31 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

31 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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