Childminder in Havering

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 happy and settle quickly into the childminder's home. Their emotional well-being is at the heart of her practice. The childminder has a good understanding of each child's individual needs and interests. This helps her to plan enjoyable experiences that excite children and motivate them to play and learn. The childminder has many animals in the home such as guinea pigs, cats and fish. Through this, children gain first-hand experiences about how to care for and respect animals. Children are confident to explore the play materials and activities that interest them. For example, older children join two pushchairs together and say they have made a double pushchair for both of their dolls. Children's dexterity and coordination are developing as they handle small objects with control. The childminder knows where children are in their learning and is focused on providing activities that are suitably challenging to help them make progress. Younger

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The provision is good

children listen attentively to the childminder and copy familiar words. They confidently make their needs and wishes known and use gestures clearly when they do not have the word to express themselves. Children learn about keeping themselves safe. This includes gaining an understanding of potential dangers, such as online activities.

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need to do better?

n The childminder provides a homely and stimulating environment, indoors and outdoors. Children are happy and feel safe at the childminder's home. She provides a wide range of exciting and stimulating resources that support learning in all areas of the curriculum. The childminder encourages children's language, creativity, mark-making and small-muscle skills. She introduces interesting resources, such as thermometers, for children to handle. n The childminder is sensitive and her encouraging approach develops children's confidence in their own abilities. Children thrive in the care of this nurturing and attentive childminder. They delight as they press buttons to make different sounds on programmable toys and older children watch educational programmes on a tablet computer. The childminder has high expectations for children's learning. She tracks their progress well and identifies and closes any possible

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need to do better?

gaps in their learning. n Children with special educational needs and/or disabilities make good progress. The childminder works successfully with parents and other professionals to provide prompt support and care. She gathers information on entry so she knows what children already know and can do. She knows the children well and understands what she needs to do to help them move on to the next stage in their learning. n The childminder values parents' contributions and uses this information to inform her assessments and planning. Parent testimonials are full of praise for

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need to do better?

21 October 2019 the childminder. For instance, they say their child enjoys attending the setting n Children have many opportunities to learn about the world around them. They take part in celebrating many cultural beliefs, such as Easter, Diwali, and Eid. The childminder plans exciting experiences based on the children's interests. She takes children on trips around the local community. Children excitedly join in and develop their skills. For example, they assist the childminder to select the groceries at the supermarket for the weekly menu. n The childminder encourages children to become independent. They choose from a wide range of books to read and younger children enjoy turning the pages and looking at pictures. Children learn how to make sandwiches and pizzas and to share and take turns. However, at times, children are not encouraged to wash their hands before eating. n The childminder provides opportunities for children to develop their

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need to do better?

mathematical skills. For example, she encourages children to count black and white spiders during a messy activity. They enthusiastically count together and take turns rolling balls back and forth. n Children make friends and play together well. Toddlers smile with pleasure when older children join them to play. The childminder helps them to recognise their friends as individuals and to show respect for one another. They listen to the childminder and demonstrate good behaviour. n The childminder provides many opportunities for children to develop their small- muscle skills. Children explore with small figures from a large castle and doll house. They use different coloured pencils to make marks on paper.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her responsibilities associated with child protection. She is confident to identify and swiftly responds to safeguarding concerns in an appropriate manner, if required. The childminder knows about the possible signs that indicate a child is at risk of harm, for example from extreme behaviours and views. She has suitable procedures in place and attends training to make sure her knowledge is up to date. The childminder understands and recognises the procedures to follow if she has concerns about a child's well-being. She carries out regular risk assessments of her home to ensure the environment is safe for children to play.

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should:

n make the most of opportunities to help children learn the importance of good hygiene routines

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Setting details

Unique reference number EY258799 Local authority Havering Inspection number 10063480 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 1 to 11 Total number of places 5 Number of children on roll 8 Date of previous inspection 23 June 2016

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Information about this early years setting

The childminder registered in 2003 and lives in Romford, Essex. She operates from 7am to 6pm, Monday to Friday, for most of the year.

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Inspection activities

n The inspector conducted a 'learning walk' with the childminder. n The inspector looked at a sample of documentation, including evidence of the suitability of adults living on the household. n The inspector spoke to the childminder and the children at appropriate times. n The inspector spoke to parents and took their views into account.

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Inspection activities

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

21 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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