Childminder in Newham

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children feel secure and welcome in the calm and homely environment that the childminder provides. Her home is very well resourced with a wide range of toys and equipment. Children freely explore and independently choose toys and resources to support their imaginary play. Children develop secure attachments to the childminder. They seek her out to join in their games and sit closely with her during their play, clearly sharing positive relationships. Children develop good mathematical skills. For example, during role play in the 'shop', they learn to count items, pay for them and recognise money. The childminder pays very good attention to parents' individual care preferences for their children. She maintains and incorporates existing care routines that children have at home into her provision. This helps children to settle in well, and they enjoy the responsibility of carrying out small self-help tasks such as brushing their teeth before breakfast.

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The provision is good

Children make good progress in their personal, social and emotional development. They respond well to the praise and encouragement the childminder provides as she sits close by and acknowledges their successes to help them feel confident. The childminder has high expectations for children's development and provides challenging activities to help them learn. Children behave well and willingly follow her gentle instructions.

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need to do better?

n The childminder provides activities that interest children and hold their attention. She provides a well-thought-out curriculum that incorporates individual children's interests well. Children remain immersed in learning for extended periods. For example, they enjoy painting self-portraits and modifying their creations by using additional resources to add detail to their original designs. n The childminder makes good use of information she gathers about children to plan for their next steps in learning. She helps children to develop good small- muscle movement by moving them on from using cutters to scissors when cutting up play dough. Children have plenty of opportunity to play outdoors and build good physical skills through climbing, balancing and playing on ride-on toys. Older children learn to recognise their names and the letters of the alphabet. Younger children learn to handle tools for writing well, as they

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need to do better?

confidently make marks on the large writing easel. n The childminder holds meaningful conversations with children as they play and learn. She is kind, calm and caring towards them. Children enjoy sharing what they like doing with her. She asks open-ended questions that encourage children to think deeply. Children learn to describe what they can see and make predictions for what might happen. For example, the childminder asked why a small spoon needs more scoops of rice than a bigger spoon to fill a container during a pouring and scooping activity with rice. The childminder introduces new

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need to do better?

7 October 2019 words to children during her conversations and places emphasis on key vocabulary. However, she does not give children sufficient time to repeat back new words to help them remember them the next time. n The childminder is a very good role model for children. She has age-appropriate systems for managing behaviour which focus on encouraging positive behaviour. Children understand the rules and routines well and are very well behaved at the setting. They show respect for the childminder, each other, and the toys and resources. They tidy up well, share and take turns independently. n The childminder supports children who speak English as an additional language so that they hear and use their home language fully, and represent and value their identity even further. Children learn about the world around them through small-world play and listening to stories. n The childminder works well with parents and keeps them updated regarding

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need to do better?

their children's progress. She is sensitive and supportive towards individual circumstances. Parents are complimentary about her childcare practice. They are very happy with the care she provides and with the active learning environment. n Overall, the childminder leads her provision well. She is committed to continually updating her knowledge and skills. She is proactive in researching information online to inform herself of new ideas to improve the learning experiences of children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of her responsibilities for child protection. She is confident in identifying when a child may be at risk from abuse and knows how to respond to any safeguarding concerns in an appropriate way. She has taken suitable steps to ensure that unauthorised persons do not have access to children in her care. The childminder places high importance on children's safety. She has additional security systems to monitor the internal and external areas of her home.

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should:

n enable children to broaden their vocabulary by giving them sufficient time to repeat back new words during their play and learning.

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Setting details

Unique reference number EY548135 Local authority Newham Inspection number 10118255 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 to 4 Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She lives in Plaistow, in the London Borough of Newham. She provides all-day childcare, each weekday, throughout the year. She has funded places for two- and three-year-olds.

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Inspection activities

n The inspector accompanied the childminder on a learning walk to gain an understanding of the purpose of each area used in caring for and educating children. n The inspector viewed a sample of documents, including children's records and the childminder's policies and procedures. n The inspector spoke to children where appropriate. n The inspector viewed feedback forms to gain parents' views. n The inspector held a leadership discussion with the childminder to understand how well she evaluates her practice and provision. n The inspector undertook a joint observation of an activity with the childminder to evaluate the quality of teaching and learning.

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Inspection activities

7 October 2019 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

7 October 2019 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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