Childminder EY544811

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 thrive in the care of this dedicated, experienced and friendly childminder. She makes sure that her environment excites children and promotes their independence. The childminder encourages children to explore and investigate. Children make choices about what they would like to do, while the childminder supports them through play. Children are very happy with the childminder. They climb onto her lap to listen to stories and seek her out when they need reassurance. They receive cuddles and attention in abundance. The childminder works hard to build effective attachments with children. This helps them to feel safe and secure in the childminder's home.

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The provision is good

The childminder takes time to get to know each child and family well before they start. This helps children to settle with ease and feel welcome. The childminder makes good use of observations. She has a clear understanding about what children can do and what they need to learn next. The childminder uses this information to plan a challenging and well-sequenced curriculum. Children become deeply engaged in their learning through gentle encouragement by the childminder. This helps children to become curious and inquisitive learners. All children make good progress in their learning and development.

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need to do better?

n The childminder understands that young children learn through repetition. As children learn new concepts, the childminder adds further depth to their learning. For example, children learn the names of animals and then describe if they have stripes or spots. Children explore different animal habitats while the childminder explains about predators. This well-planned curriculum helps children to develop into enthusiastic learners. n The childminder is a skilful storyteller. Children adore the time that they spend exploring stories and books. The childminder introduces children to a rich and varied language as she uses props and toys. For example, she explains to children that elephants have 'tusks' and live in 'herds'. However, on occasion, the childminder is quick to answer questions for children. This does not consistently give children time to practise the new words that they have learned. n The childminder takes children out into the local community. They take part in

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need to do better?

music lessons and go to toddler groups. For example, children attend an intergenerational community group. Children enjoy playing games and completing puzzles with the older generation who attend. Children meet and make friends with a wide range of people. This helps to develop their social skills. n The childminder provides a warm and calm environment for children to explore. She encourages them to share and take turns. Children receive lots of praise for

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need to do better?

11 September 2025 being kind to their friends. However, sometimes, the childminder does not explain to children why certain behaviours are not acceptable. This does not consistently help them to understand the consequences of their actions. n The childminder values and celebrates each child's cultural heritage. They join in different celebrations to learn about the world. For example, children explore Saint Patrick's Day to learn about Ireland. They discover Africa through food and learn about the animals that live there. The childminder teaches children about the wider world and what makes them unique. n The childminder encourages children to explore and investigate. For example, when children eat a peach, they feel the fluffy texture and guess what colour it will be under the skin. They smell the peach and describe it as 'sweet' and 'juicy'. The childminder helps children to develop thinking skills and use their

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need to do better?

imagination. n The childminder builds effective relationships with families. They appreciate daily communication and the information that the childminder shares with them, such as about new songs that children have been singing. The childminder encourages children to show photos and speak about what they do at home. This partnership working helps children develop their confidence and conversational skills. n Children spend time outside in the fresh air every day. They visit local parks to use the large equipment and develop their gross motor skills. This supports children's good health alongside their physical development.

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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 build on the already good teaching by giving children more time to think and respond to questions asked, to support their language skills even further n provide children with consistent explanations to learn about the potential consequences of their actions.

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Setting details

Unique reference number EY544811 Local authority Bromley Inspection number 10399247 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 3 Number of children on roll 3 Date of previous inspection 25 November 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Sydenham, in the London Borough of Bromley. She operates Monday to Friday, from 8am to 6pm, all year round, except for family holidays. The childminder holds qualified teacher status. She offers government funded childcare.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. 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 The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector spoke to parents and carers during the inspection and took account of their views. 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

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

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