Childminder EY491368

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

Children are settled and happy in the childminder's care. She provides a welcoming environment where children feel encouraged to explore and learn. Children are motivated to learn and confidently choose from a wide range of toys that capture their interest. The childminder has high expectations of children and promotes positive behaviour well. She acts as a positive role model, speaking to children with respect. Children are polite, friendly and well behaved.

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The provision is good

The curriculum is well-sequenced and supports children's learning. For instance, children enjoy completing puzzles and counting the pieces. This helps children to develop their hand-eye coordination and counting skills. The childminder plans activities around children's interests, which helps to maintain their engagement and enthusiasm. For example, children enjoy playing in the role-play kitchen and pretending to serve meals to the childminder. Children create a range of artwork that is displayed. This helps to promote children's sense of belonging and confidence. The childminder offers praise for children's efforts and achievements, encouraging them to persevere and take pride in their learning. Children are curious and engaged learners, which contributes to the good progress they make across all areas of development.

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need to do better?

n Children have a good relationship with the childminder. Children invite her to join in their play. For example, children confidently talk about their home life while playing together at the sand tray. There is an atmosphere of mutual respect and kindness. Children are kind and courteous. n Overall, the childminder provides children with opportunities to engage in different experiences. However, these opportunities are not regular and experiences do not extend into the wider community. For example, she cares for a small number of young children. As a result, they have fewer opportunities to socialise with a wider group of children in different situations to broaden their social skills and deepen their understanding of life in modern Britain. n The childminder uses her observations and assessments effectively to track children's progress and plan their next steps. Children enjoy mixing primary colours to create secondary colours. The childminder extends their learning by

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need to do better?

introducing the names of colours, such as orange, purple and green. Children display a positive attitude towards learning and make good progress in their learning. n The childminder promotes early mathematics effectively. She incorporates mathematics into daily activities and play. For example, children identify shapes such as triangles, rectangles, squares and pentagons. In addition, they join two semicircles to make a circle. Children show good attention and focus as they

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need to do better?

11 September 2025 explore 2D shapes. Children are building a strong understanding of early mathematical concepts. n The childminder provides regular opportunities for children to practise and strengthen their physical skills. Children enjoy free-flow access to outdoor play. Indoors, they complete puzzles and play with shape sorters. Outdoors, they enjoy playing football and using the slide. For example, children squeal with delight when they score a goal. These activities help enhance children's hand strength, balance and spatial awareness. n The childminder promotes children's communication skills well. She follows children's lead in play to build on their language skills. The childminder speaks clearly and calmly to children, pronouncing words correctly. When children play with toy animals, she names the animals and incorporates them into the nursery rhyme 'Old McDonald Had a Farm'. This approach helps children to broaden their

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need to do better?

vocabulary. n The childminder reflects on her practice. She seeks feedback from parents to inform her provision. The childminder ensures that mandatory training, such as paediatric first aid and safeguarding, is current and up to date. However, she has not yet accessed additional professional opportunities to enhance the quality of education further and strengthen her teaching skills. n The childminder establishes good relationships with parents. Parents value the quality of care and education she provides for their children. The childminder collects initial information about children's routines and interests when they first enrol. However, occasionally, the childminder does not have up-to-date information about children's circumstances. For example, she is not aware of the other settings that children attend. This reduces opportunities to fully support continuity of care and learning across different settings.

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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 provide children with regular opportunities to experience the local community and beyond to broaden their social skills and deepen their understanding of life in modern Britain n participate in additional professional development opportunities to enhance quality of education further and strengthen teaching skills n strengthen arrangements for keeping children's information up to date to enhance continuity of care and learning across different settings.

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Setting details

Unique reference number EY491368 Local authority Bexley Inspection number 10394434 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 15 Number of children on roll 9 Date of previous inspection 4 September 2019

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Information about this early years setting

The childminder registered in 2015 and lives in Erith, in the London Borough of Bexley. She provides care all week, from 7am to 6pm, throughout the year. The childminder works with another registered childminder and sometimes works with additional assistants. The childminder holds an appropriate childcare qualification at level 3.

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Inspection activities

n The childminder and the inspector discussed how she organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. 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 The inspector observed the interactions between the childminder and children. 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.

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Inspection activities

11 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.

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Inspection activities

11 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.

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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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