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 Met

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The provision is good

Children settle well and are happy spending time with the childminder in this setting. They form positive attachments with her and turn to her for comfort, such as when an unknown person arrives. The childminder's calm and gentle nature helps to reassure children effectively. The childminder has high expectations for children and ensures the environment enables them to access resources easily and develop key skills. For example, a painting activity on a low-level table helped young children to develop strength in their legs and practise standing, prior to taking first steps, as well as stimulating their creativity. The childminder places great value on providing an inclusive and accepting environment. She keeps her own knowledge of how to support children with special educational needs and/or disabilities up to date with regular training. She encourages families to share experiences from their own culture to enable her to help children learn to

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The provision is good

appreciate their similarities and differences. Trips on the bus to the local airport contribute to children's understanding of the world, how things work and their place in society. These experiences help teach children to assess risk, consider road safety and listen to instructions. Children enjoy opportunities to explore their local environment and learn about the world beyond their immediate experiences successfully. However, they do not consistently have opportunities to investigate and develop a genuine curiosity in the indoor and outdoor environment at the setting.

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need to do better?

n The childminder understands how to meet the care needs of young children effectively and does so with genuine compassion. For example, she recognises when babies are becoming tired and swiftly draws activities to an end to offer cuddles. Babies are comfortable with her and fall asleep quickly. This promotes their emotional well-being effectively. n The childminder makes good use of self-evaluation to reflect on her strengths and consider areas to improve. She has identified that although she promotes children's physical development, she does not make best use of the outdoor space available at the setting. She has a plan in place to resource and enhance this area to provide daily opportunities for children to engage in physical activities and to explore the natural world. n Children enjoy a variety of resources available in the environment. However, learning experiences are not always highly engaging and do not consistently

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need to do better?

encourage children to investigate and explore to help develop an inquisitive nature. n The childminder places emphasis on promoting a love of books. She ensures visits to the local library help children understand how to find out information, look at books for enjoyment and learn about people who help us, such as

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need to do better?

12 November 2019 librarians. The childminder enthusiastically shares stories with young children and includes reading material with toys, such as animal books with the farm. This contributes to children developing good early literacy skills. n Babies are extremely responsive, make eye-contact, smile and clearly recognise familiar pieces of music. They look at the childminder and clap with excitement when she sings songs with them. She knows children well and understands how to engage them in activities that interest them and are appropriate for their stage of development. For instance, she provides music and quiet time to enhance listening. She builds on children's communication and language skills well. n Positive partnerships with parents, and other settings that children also attend, contribute to building continuity of care and learning between the childminder, school and parents. The childminder understands the importance of working

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need to do better?

with parents to benefit children and have a positive impact on whole families. n Children know what is expected of them and begin to learn 'house rules' from an early age. This helps children to understand boundaries and make decisions about what is right and wrong. The childminder is a positive role model and children mirror the example she sets for positive behaviour. n The childminder uses her ongoing observations of children's development to accurately assess the progress they make. This helps her plan an ambitious curriculum tailored to children's individual needs and set next steps to support children to reach their early learning goals. For instance, she supports young children to feed themselves and improve their independence skills successfully.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attends regular training to keep her knowledge of safeguarding and child protection up to date. She is aware of the signs and symptoms of abuse and is alert to signs that a child may be exposed to extreme ideas and behaviours. She has a secure knowledge of the procedures to follow to escalate potential concerns regarding a child's welfare.

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should:

n build on opportunities for children to enhance their physical development and explore the natural world n ensure that learning experiences are highly engaging to inspire children to investigate their environment with curiosity.

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Setting details

Unique reference number 132477 Local authority Newham Inspection number 10120394 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 7 Total number of places 6 Number of children on roll 3 Date of previous inspection 30 November 2015

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Information about this early years setting

The childminder registered in 1999. She lives in Beckton, in the London Borough of Newham. The setting opens each weekday, for most of the year, from 7am to 7pm. The childminder has a childcare qualification at level 3.

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Inspection activities

n The inspector observed the quality of interactions between the childminder and children. n The inspector and childminder completed a learning walk around the setting and discussed how the environment is organised to support children's learning. n The inspector and childminder carried out a joint observation of a painting activity. n The inspector sampled a range of documentation, including training certificates, policies, risk assessments and observation records. n The inspector held discussions with the childminder at appropriate times and took account of parents' views in written format.

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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

12 November 2019 12 November 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

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