Childminder in Redbridge

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 enjoy a wide range of interesting and challenging activities which ignite their interest in learning. They particularly enjoy outdoor activities and exploring the natural world, for instance as they excitedly fill bird feeders with seeds. Children listen intently to the sounds made by the birds they are feeding and carefully examine leaves and minibeasts with magnifying glasses. They explore the seasons and changing weather. Children use their developing language to describe ice as 'freezing cold' and how the foam they are pretending is snow feels 'squelchy'. However, children would benefit from even more time to explore their ideas and thoughts during activities. The childminder is warm, friendly and fun. The children enjoy her company and happily include her in their activities. For example, they collapse in giggles when she does the splits as they all practise their yoga positions together. Children explore different cultural festivals, for instance as they

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The provision is good

make lanterns for Chinese New Year. There is scope for them, however, to explore their immediate interests further during adult-led activities. The childminder carefully risk assesses her setting and uses this to keep children safe. Children are happy and settled. They enjoy each other's company and behave well.

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need to do better?

n The childminder gathers detailed information from parents when their children join the setting. She builds a broad picture of children's home life, experiences and special people. She uses this information effectively to identify what children need to learn and carefully plans how to support that learning. n Parents praise the childminder and value the care she provides. They say that she is particularly good at providing a secure two-way flow of information. The childminder supports parents in being fully involved in their children's learning and development. Children benefit from the continuity in their learning. n Children enjoy talking to the childminder about what they are doing. For example, they chat together about the toy penguins they are playing with and begin to think about how ice melts. However, on occasion, the childminder does not provide children with as much time as she could to explore their ideas

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need to do better?

further and build on their learning at an even higher level. n The childminder supports children's emotional well-being. She gently encourages them to share their space and resources. Children respond well and cooperate in their play and activities. For instance, they devise a turn-taking game and laugh as they roll a roll of sticky tape to each other. n Children learn about leading a healthy lifestyle. They talk about what they like to eat as they cut up their favourite fruit at snack time. After exercise, children say they need to drink and are interested in talking about the effect running around has on their bodies. They quickly gain the skills they need for the next stage in their education. For example, they put on their shoes and coats and learn to do

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need to do better?

23 January 2020 up their buttons and zips. n The childminder supports children in participating in a range of creative activities. Children become absorbed, for instance as they use coloured pens to decorate paper. However, the childminder does not consistently identify when children want to continue with their activity and develop their work further. n Using a range of activities, the childminder incorporates mathematics into all aspects of the curriculum she creates. She identifies what children are interested in to provide resources that appeal to them. For example, she uses dinosaurs to challenge and support children's counting and number recognition. Children enjoy counting games outside as they call out their favourite numbers. n The childminder uses her self-evaluation to identify ways in which she can build on her professional skills and knowledge. She has enhanced her understanding of how to support children in managing their behaviour. Children are carefully

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need to do better?

guided about how to be kind to each other. They thrive in the warm and friendly atmosphere the childminder and children create together.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is clear in her understanding of her duty to keep the children in her care safe. She knows the signs and symptoms which may cause her concern about the welfare of a child in her care. She has clear procedures to follow if she has any concerns. The childminder has made herself aware of the indicators that a child might be at risk of being exposed to extreme ideas or behaviours. She has refreshed her safeguarding training. The childminder has ensured all adults living on the premises have had the relevant checks carried out.

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should:

n provide children with additional time to think and formulate their own ideas to extend learning even more n identify opportunities for children to build on their immediate interests during activities to support their creativity at an even higher level

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Setting details

Unique reference number 128090 Local authority Redbridge Inspection number 10065580 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 3 Total number of places 6 Number of children on roll 2 Date of previous inspection 24 March 2016

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Information about this early years setting

The childminder registered in 1992. She lives in the London Borough of Redbridge. The childminder operates her service Tuesday to Thursday, from 8am until 6pm, during school term time. The childminder holds a relevant early years qualification at level 3.

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Inspection activities

n The childminder and inspector carried out a learning walk. The childminder talked about how she uses her premises and resources to support all areas of children's learning. She discussed how she observes and assesses children to identify what they need to learn next. n The inspector viewed a sample of documents the childminder uses, including her safeguarding policy and medication records. n The childminder discussed a variety of activities the children were engaged in during the inspection. She talked about the learning she intended to support and why she chose the resources and activities she provided. n The inspector reviewed feedback provided by parents. She also talked to the children to gather their views. n The childminder talked about how she reflects on her practice and builds partnerships with parents and other professionals.

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Inspection activities

23 January 2020 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

23 January 2020 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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