Childminder EY103883

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

Children's health, safety and ability to thrive are high priorities for this nurturing childminder. She prides herself on understanding individual children so that she can tailor teaching and routines around them. The childminder actively listens to children and ensures each child is recognised and heard, such as colouring in their favourite characters. The childminder supports children's learning with a wide range of motivating activities that capture their attention well. She weaves learning into everyday routines in a fun way. For example, the childminder skilfully supports children exploring building blocks. During the activity, she understands her intention is to recognise mathematical concepts, supporting individual learning by adding mathematical terms in her interactions and questioning the children around size and numbers.

p.2

The provision is good

Children are safe, and through quality interactions, the childminder reminds children about safety constantly. When children are preparing a meal, the childminder supports them to safely chop their food, while encouraging a balanced diet.

p.2

The provision is good

The childminder promotes a calm and respectful atmosphere. She supports children to understand their emotions and gives them strategies to manage their behaviour, offering them support when needed. Children are confident and well mannered. The childminder is a positive role model. She encourages wanted behaviours through praising the children and building their understanding of positive social values, such as turn taking.

p.2

need to do better?

n The childminder has clear knowledge of what she wants children to learn. She carefully plans activities to support the interests of children and considers how they can extend their learning. However, the childminder should build on the already good teaching in place by further extending older children's learning. For example, during activities, the childminder would challenge younger children's concepts of mathematics. However, older children were not sufficiently challenged for their age. Despite this, all children make good progress in learning and development. n The childminder ensures children have a variety of learning experiences and opportunities. For instance, she plans outings to parks, farms, museums and more, ensuring each trip has a learning focus and consideration of children's interests. For example, she knows that some children will be going on a plane soon. The childminder promotes learning of this through her quality interactions

p.2

need to do better?

and intentional planning, such as future trips to extend their knowledge of transport. The childminder promotes communication and language through

p.2

need to do better?

6 August 2025 effective questioning and engaging children in activities. n The childminder shows high priority for children's care needs and supports them in recognising good hygiene practices. For example, children who are potty training understand about privacy and voice their needs, which the childminder consciously responds to. The childminder is quick to recognise children's cues, such as tiredness, hunger or when they are in need of a cuddle, especially when they become emotional. n Parents speak very highly of the childminder and how she goes above and beyond her job role. The childminder's good parent partnerships ensure continuity of care for all children. For example, the childminder shares photos and diary entries alongside verbal feedback to parents and suggestions on home learning. The childminder ensures she promotes inclusive practice, such as using her local community to support children's understanding of different occupations

p.2

need to do better?

and people in the world around them. n The childminder is well organised and manages her setting effectively. She constantly risk assesses the indoor and outdoor environments to reduce any potential hazards. The childminder is proactive in supporting children's understanding of safety and supervises the children well. Children show a sense of responsibility and follow their routines well, such as knowing to hook back the door when going outside in the garden to avoid any trapped fingers. n The childminder gives children clear messages about online safety. Children understand to put their personal devices into a box and the childminder speaks to them about using devices safely. She sets boundaries about what is allowed or not allowed while they are at her setting. She shares information with parents from local schools to ensure everyone is aware of recent risks and that children understand how to keep themselves safe while online.

p.3

need to do better?

n The childminder keeps her training up to date and finds ways to improve her practice. She evaluates the provision and activities and listens carefully to children and parents to ensure she adapts her curriculum.

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 continue to build on the already good teaching so that older children are appropriately challenged.

p.3

Setting details

Unique reference number EY103883 Local authority Greenwich Inspection number 10392430 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 8 Number of children on roll 7 Date of previous inspection 22 August 2019

p.4

Information about this early years setting

The childminder registered in 2002 and lives in Plumstead, in the Royal Borough of Greenwich. She operates Monday to Friday from 7am to 6.30pm, all year. She holds a relevant childcare qualification. The childminder receives funding for the provision of early education for children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The childminder and the inspector discussed how the childminder organises the 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 childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. 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

6 August 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.

p.4

Inspection activities

6 August 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6