Childminder in Newham

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

The childminder ensures her home is safe and welcoming. Children show they feel happy and confident within the environment. They have warm and secure relationships with the childminder. Children enjoy showing off what they know and value the praise of the childminder. They are confident to interact with visitors and enjoy playing with the resources available. Parents' contributions are valued and used to inform assessments. They are fully involved with children's learning and development. This sharing of information supports children to settle well. Testimonials from parents are positive in praise of the childminder. However, curriculum planning for children's key next steps in learning is less developed. This means the childminder sometimes misses opportunities to extend children's learning to support their rapid development. The childminder does not provide children with daily experiences outdoors, as required. Additionally, when outdoor

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The provision requires improvement

play does take place in the local park, limited learning experiences are offered. Children sometimes go to the local library story sessions and attend the creche when the childminder is at childminder network events. This helps to develop children's understanding of their wider community and enhances opportunities for learning and socialising.

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need to do better?

n Children demonstrate good communication skills and understanding of language, including mathematical language. Older children competently use sentences and learn new vocabulary. For example, when playing with dough, they use words such as 'shorter', 'longer', 'bigger' and 'smaller' to explain their actions. They readily describe what they are making, such as 'pizza', and the shapes they create, such as 'hearts' and 'clouds'. The childminder is proud of children's communication and language skills. However, sometimes, she does not actively engage children in discussions that will help to extend their communication, language and imagination skills. n The childminder assesses children's development well. Regular observation of children at play enables the childminder to get to know them well. Children are making good progress and are ready for their next stage of learning. However, the childminder's planning and review is not sharply focused on children's next

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need to do better?

steps to help each child make rapid progress. n The childminder is ambitious for children and keen to make improvements. Professional development and self-evaluation focus mainly on improving care practices and building knowledge about caring for children with special educational needs and/or disabilities. However, there is limited focus on improving curriculum planning and strategies to keep improving teaching. n Children demonstrate enthusiasm towards their learning, such as by making choices based on their curiosity. Older children lead their own play. For example,

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need to do better?

24 October 2019 they explore with play dough, engage in water play and select books for reading. Children selected a book about people with different beliefs to look at and enjoyed playing with the pop-up pictures. Children confidently explained that different people have different beliefs. The childminder has implemented recommendations from the previous inspection about supporting diversity and inclusion within the setting. There is a range of resources and toys to support children's understanding of diversity. The childminder has also undertaken recent training about special educational needs coordination. n The childminder has high expectations for children's behaviour and conduct. These expectations are understood and reflected in children's generally positive behaviour. However, these expectations are not always applied consistently. For example, although children understand the importance of cleaning their hands

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need to do better?

after meals, they do not always do so. n Partnerships with parents and other professionals are effective. The childminder communicates well with other early years settings. Where children attend two settings, the childminder has effective processes for sharing information. This includes accompanying parents to attend parent/teacher evenings at other settings. The childminder shares information daily with parents about children's experiences. Parents value the communication with the childminder.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows how to keep children safe and she maintains a safe environment. She knows how to identify if a child may be at risk of harm, including from extreme views or behaviours. The childminder knows how to report concerns about children to the relevant agencies in order to maintain their physical welfare and safety. The childminder encourages children to develop their own safety skills. For example, she encourages them to recognise risks and to participate in fire drills.

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Due date

ensure children have daily access to the outdoors. 01/11/2019

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should:

n implement approaches that ensure children are consistent in maintaining good

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should:

24 October 2019 personal hygiene standards n focus professional development more precisely on developing teaching skills that help extend children's learning and development.

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Setting details

Unique reference number EY458117 Local authority Newham Inspection number 10075363 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 to 3 Total number of places 4 Number of children on roll 2 Date of previous inspection 26 May 2016

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Information about this early years setting

The childminder registered in 2013 and lives in Manor Park, in the London Borough of Newham. She operates all year round from 7.30am to 5.30pm, Monday to Friday.

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Inspection activities

n Discussions between the inspector and the childminder took place at appropriate times during the inspection. n The inspector observed and spoke to children at intervals during the inspection and considered their views and experiences. n The inspector looked around the areas used for childminding purposes. n The inspector observed the quality of teaching and discussed with the childminder her own practice during a water-play activity. n The inspector reviewed a sample of documents, including the childminder's policies and procedures, and children's development records.

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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

24 October 2019 24 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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