Childminder EY549087

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

The childminder works closely with parents to consider children's physical needs. For example, she identifies when children have specific feeding and sleeping needs and creates individualised support plans for each child. The childminder works closely with her assistant to implement care practices that promote children's health. She adapts her routines to provide children with additional support where required. This helps to promote children's physical well-being.

p.2

The provision is good

The childminder plans a curriculum that tracks children's progress towards clear goals. She sets challenging targets for babies and toddlers, identifying key physical skills she wants children to learn. For example, jumping in different ways and learning to walk. Children spend time outside every day in the fresh air. They enjoy being physically active as they build strength and coordination. The childminder extends children's skills and gives them time to practise. This helps them to reach their milestones.

p.2

The provision is good

The childminder builds strong and trusting relationships with children. She closely monitors how they react in different situations to provide them with the support they need. For example, she gently provides children with reassurance as they wake from naps. She encourages children to cooperate with one another and consider the feelings of other children during play activities. Children are kind to each other, and they behave well.

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need to do better?

n The childminder builds a curriculum based on the children's interests. She identifies the activities that children feel excited about. The childminder works with children to plan ideas each day. She carefully links these to the skills she wants children to learn. This helps to promote children's learning. n The childminder tracks children's progress through key milestones. She carries out routine assessments through observations to identify any gaps in learning. The childminder sequences her curriculum to help children work towards achievable goals. Children take pride in showing what they know and can do. n Overall, the childminder creates activities that the children find interesting and reflect their interests. However, there are occasions when adult-led activities do not take into account the age and stage of all children. During these times, children lose interest and are not fully focused on their learning. This does not

p.2

need to do better?

help to enhance children's focus and concentration skills. n The childminder promotes children's mathematical skills well. She creates opportunities for children to solve problems. For example, children feel excited to explore sand using different containers. They use their imagination as they excitedly tell her, 'This is science'. Children begin to understand how to talk

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need to do better?

16 September 2025 about and measure different quantities. They gain confidence in using mathematical skills. n The childminder promotes children's speech and language skills. She uses stories to help children learn new words. Children gain confidence in expressing themselves and retelling stories. They are confident communicators, who enjoy speaking to adults and each other. n The childminder helps children to develop their independence. She teaches them key self-care skills. For example, the childminder teaches children how to wash their hands and feed themselves. Children feel happy when they can do things for themselves. The childminder encourages children to persevere when things are challenging. This helps to promote their perseverance. n The childminder creates a healthy menu for children. She takes into account the foods children like and dislike. The childminder encourages children to try new flavours. She teaches them to make healthy choices. Children enjoy talking

p.2

need to do better?

about the foods they try. This effectively promotes children's physical health. n Parent partnerships are strong. They say that the childminder provides them with guidance on supporting children at home. For example, they say that the childminder helps them with potty training and teaching children to share. Parents say that the information the childminder provides them about their child's learning helps them extend their skills at home. n The childminder is reflective of her practice. She considers what children are learning when planning professional development opportunities. For example, the childminder has recently undertaken special educational needs training. She shares her knowledge with her assistant. This helps her knowledge and skills continue to develop over time.

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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 further the planning of activities to promote children's focus and concentration skills.

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Setting details

Unique reference number EY549087 Local authority Bromley Inspection number 10398443 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 11 Number of children on roll 8 Date of previous inspection 22 October 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Orpington in the London Borough of Bromley. She operates all year round from 8am to 6pm, Monday to Friday. The childminder holds an early years qualification at level 6. She works with an assistant. The childminder provides funded early education.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 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, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and the deputy manager carried out a joint observation with the childminder. 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

16 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

16 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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