Childminder EY543786

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 are happy, safe and settled at the childminder's home. Children form strong bonds with the childminder, who knows them well and meets their care and emotional needs successfully. When children are tired or unsettled the childminder offers them comfort and reassurance. Young children settle quickly to sleep. Once they are awake, the childminder is gentle and attentive, this helps them to be ready for play and learning again.

p.2

The provision is good

The childminder implements an ambitious curriculum that builds on children's next steps in learning. She provides children opportunities to develop their understanding of oral health. Children learn to brush models of teeth. The childminder supports children to learn the names of everyday oral care items, for example 'toothbrush' and 'toothpaste'. She shows them dental tools to help prepare children for their upcoming visit to the dentist. Children become deeply engrossed and concentrate for extended periods of time.

p.2

The provision is good

The childminder has established good routines, children know what to expect and when, as a result, transitions between activities are smooth. The childminder offers parents advice about embedding good routines around children's sleep, toilet training and hygiene practices.

p.2

need to do better?

n The childminder takes children on regular outings within the community, such as to the local parks, farms and playgroups. She uses these outings to give children new experiences and to introduce them to different environments. This helps children to develop confidence in different social situations. n The childminder works closely with parents to gather information about children's learning and development at home. She uses this, alongside her own observations and assessments, to plan effectively for children's next steps. For example, children have started to name colours at home. The childminder plans games and activities that promote colour sorting and colour matching to enhance the home learning further. n The childminder's interactions with children are of good quality. She models language well and extends children's vocabulary. For example, when children use the word 'brush' she responds with 'green toothbrush'. This helps children to

p.2

need to do better?

hear and use a wider range of words in context. However, at times she asks questions that only require a 'yes' or 'no' answer, this does not always allow children to think more deeply or develop fuller responses. n The childminder has high expectations for children's behaviour. She provides gentle reminders about rules. Children respond positively and they understand what is expected of them. Children follow instructions and quickly correct their

p.2

need to do better?

8 September 2025 behaviour. This helps children to behave well. n The childminder works closely with parents and external agencies to ensure children receive the support they need. At times when the childminder identifies gaps in children's learning, she liaises with professionals to secure timely guidance and support, particularly for children with special educational needs and/or disabilities (SEND). The childminder has a good knowledge of how to support children with SEND. n The childminder promotes children's personal development well. Younger children engage in pretend play with babies. They change nappies and learn about how to use a potty by placing the baby on it. Children pretend to feed the babies, the childminder encourages them to make healthy choices. Younger children show a growing awareness of self-care skills from an early age. n Parent partnership is strong. Parents have high praise for the childminder, they

p.2

need to do better?

say she is approachable and kind. Parents are happy with all the new learning opportunities the childminder provides for the children. Parents report they are extremely happy with the progress their children have made since attending the childminder. n The childminder promotes children's love of books and stories well. She carefully selects a range of core texts that she shares regularly with them. Younger children benefit from the repetition and themes in stories, such as 'The Very Hungry Caterpillar' and 'Owl Babies'. Children listen attentively and show their enjoyment by eagerly recalling familiar parts of their favourite stories. This supports their early communication and language development effectively.

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 develop the use of effective strategies further to support children in thinking more deeply and extending their language skills.

p.3

Setting details

Unique reference number EY543786 Local authority Greenwich Inspection number 10399699 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection 11 December 2019

p.4

Information about this early years setting

The childminder registered in 2017. She lives in the Lee in the London Borough of Greenwich. She operates Monday to Thursday from 8am to 6pm, term time only. The childminder has a relevant qualification at level 3. The childminder offers funded childcare.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. 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. n The inspector observed the interactions between the childminder and the children.

p.4

Inspection activities

8 September 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

8 September 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