Bryan, Georgia

Bryan, Georgia

Unique reference number (URN): 2756848 Address: 56 Haddington Road, Bromley, BR1 5RQ Type: Childminder Registered with Ofsted: 23/11/2023 Registers: EYR, CCR, VCR Registered person: Bryan, Georgia

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children typically make progress from their starting points and develop knowledge and skills across the areas of learning. Younger children begin to develop early communication skills as they join in with familiar songs and use emerging sounds and gestures. Older children use simple language to share their ideas and demonstrate early mathematical awareness, for example, as they count during play. Children show curiosity and enjoyment in their play. They engage in a range of experiences, including sensory exploration, imaginative play and physical activity. Children develop confidence as they move between activities and select resources independently.

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Achievement Expected standard

However, due to some opportunities not consistently building on what children already know and can do, they do not develop their knowledge and skills as securely or rapidly as they could be. As a result, some children are not as well prepared as they could be for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and show positive attitudes to their play and learning. The childminder establishes warm and caring relationships with children, helping them to feel safe and secure. Children respond positively to her calm guidance. For example, when play becomes overly energetic, children are reminded to use 'kind hands' and quickly return to cooperative play.

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Behaviour, attitudes and establishing routines Expected standard

Clear routines help children to understand expectations and feel secure. Children begin to follow familiar routines, such as transitioning between activities and settling for rest times. This supports their independence and confidence. The childminder works with parents and carers to support children's behaviour. She shares strategies with families to promote consistency, which typically helps children to understand expectations. The childminder promotes the importance of regular attendance and works with families to support children's participation.

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Children's welfare and wellbeing Expected standard

The childminder supports children's welfare and wellbeing appropriately. The childminder builds warm and responsive relationships with children, helping them to feel safe and secure. She supports children's physical wellbeing through daily routines. For example, children learn about hygiene as they wash their hands and talk about germs. The childminder provides healthy meals and encourages positive mealtime experiences.

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Children's welfare and wellbeing Expected standard

The childminder responds sensitively to children's emotional needs. For example, younger children are soothed through singing and gentle reassurance when they are tired. This helps them to feel settled and secure. Children are beginning to recognise and express their emotions.

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Curriculum and teaching Expected standard

The childminder provides a range of play based experiences that reflect children's interests and everyday experiences. This typically supports children to engage in their play. She promotes communication and language through conversations, songs and modelling vocabulary. For example, during a planting activity, the childminder introduces children to vegetables, such as onions and carrots. She encourages children to repeat these words as they explore. Younger children respond positively to familiar songs and playful interactions, such as peekaboo, which support their early communication.

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Curriculum and teaching Expected standard

The childminder generally adapts her interactions to reflect children's stage of development. For example, she encourages some children to explore sensory experiences, such as sand, while supporting others to practise early mathematical skills, including counting and pouring. Children are able to follow their interests and explore resources independently. The childminder places appropriate emphasis on children's personal, social and emotional development. She supports children to feel secure and confident and encourages them to make choices in their play.

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Curriculum and teaching Expected standard

However, the childminder does not consistently plan and sequence some learning experiences to build on what children already know and can do. While she considers children's interests, these are not always used precisely to deepen learning. As a result, some opportunities to extend children's knowledge and skills are missed. In addition, assessment is not yet used consistently to identify and target children's next steps. This means that adaptations to teaching are sometimes general rather than sharply focused.

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Inclusion Expected standard

The childminder creates a welcoming and inclusive environment where children and their families feel supported. She typically identifies children's individual needs through regular observation and ongoing communication with parents and carers. For example, the childminder recognises when younger children are developing their early speech and supports this through songs, repetition and everyday conversation.

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Inclusion Expected standard

The childminder works flexibly with families when they face challenges. For instance, she adapts arrangements to support continuity of care during periods when families experience difficulties. This demonstrates her commitment to supporting children's wellbeing.

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Inclusion Expected standard

The childminder understands when to seek advice from external professionals and has begun to engage with the local authority to explore support for children who may require additional help. She monitors children's development through observations and discussions with parents. However, the childminder's systems to precisely identify and target children's next steps are still developing and are not yet used consistently to adapt support.

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Inclusion Expected standard

Children are supported to take part in all aspects of the setting. The childminder adapts her interactions to reflect children's differing stages of development, so they can access shared experiences. She has a suitable understanding of the graduated approach.

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Leadership and governance Expected standard

The childminder is committed to providing a welcoming and supportive environment. She reflects on her practice and has made improvements to the setting, including developing the outdoor space to enhance children's play experiences. She engages in professional development, including local authority meetings and training in safeguarding and food hygiene, and is undertaking further training in child development. However, this training is not yet consistently embedded to strengthen teaching and improve children's learning. The childminder maintains positive relationships with parents and carers, who value the communication they receive about their children's experiences.

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Leadership and governance Expected standard

She understands when to seek support from external professionals and is beginning to reflect on how to strengthen the curriculum. However, monitoring of children's progress and the impact of the curriculum is not yet precise enough to ensure that improvements are consistently embedded.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

The childminder welcomes children into a warm and nurturing home environment. Children feel safe and valued. They form secure relationships with the childminder, who responds sensitively to their needs and interests. For example, younger children laugh and eagerly engage in games, such as peekaboo, and singing. This supports their early communication and emotional security.

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What it's like to be a child at this setting

Children confidently explore a well-organised environment where resources are accessible and encourage their independence. They move freely between indoor and outdoor spaces, choosing activities that interest them. Outdoors, children enjoy sand play, role play in the playhouse and observing chickens in the garden. The childminder uses these experiences to help children to develop curiosity about the natural world. The childminder knows children well and supports their development through everyday interactions. For instance, she encourages counting and colour recognition during ball play. The childminder introduces vocabulary when children explore planting materials and vegetables.

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What it's like to be a child at this setting

Children develop independence through consistent routines. They wash their hands before meals, help tidy resources and prepare bedding before rest time. These calm routines help children to feel secure and confident. Children clearly enjoy their time at the setting. They proudly share their play with adults, such as showing sand 'ice creams' they have created. Through these experiences, children develop confidence, independence and positive relationships, while building the skills they need for their next stage of learning.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Next steps

The childminder should continue to develop the curriculum so that learning experiences are planned and sequenced to build progressively on what children know and can do across the day. The childminder should strengthen the use of assessment to identify children's next steps, and use this precisely to adapt teaching and deepen children's learning more consistently.

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About this inspection

The inspector spoke with the childminder during the inspection.

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About this inspection

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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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