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 Requires improvement

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The provision is good

Children are happy and eager to play when they arrive at the childminder's home. Following children's first visit, they quickly settle and share warm and trusting relationships with the childminder and other children attending. Children enjoy the stimulating and rich curriculum that considers their interests and individual learning needs. They spend time engaged and focused on activities.

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The provision is good

Children enjoy the childminder's praise, which promotes their self-esteem and helps them to become confident learners. They behave extremely well and share resources with each other. Children are very familiar with their needs and the routine. They know where to go to have a nappy change or to get their coats when it is time to go outdoors.

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The provision is good

Children's communication, language and literacy skills develop very well. Children who speak English as an additional language learn new vocabulary and form sentences from a young age. They learn basic sign language to help them communicate very quickly. All children enjoy sharing books and chatting together.

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need to do better?

n The childminder reflects on her practice well and identifies areas for development. She has addressed weaknesses found at her previous inspection. The childminder has not cared for children with special educational needs and/or disabilities. She has, however, identified training in this area should she be asked to care for a child with additional needs in the future. n The childminder knows the children very well. She uses her good teaching knowledge to select a very good variety of play and learning activities across all areas of the curriculum. She assesses children's development to successfully plan and build on their next steps in learning. n The childminder models language clearly to promote young children's speech and communication skills. She takes time to learn relevant words and phrases in children's home languages. This gives children the opportunity to hear familiar words from home and to express their needs.

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need to do better?

n Children have good opportunities to develop and challenge their physical skills. For example, young children learn to dribble balls and use a range of tools when playing with play dough. They become absorbed in the activities and welcome the input of the childminder as a play partner. For example, they enjoy decorating elephant puppets using a range of textured materials and use glue sticks with skill. n The childminder encourages children to think about the importance of following good hygiene routines. For example, they learn to wash their hands before they eat and after messy play. However, there are some missed opportunities for

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need to do better?

11 November 2021 children to build on their existing skills of independence for their own personal care. n The childminder gives good recognition to children and their backgrounds, and provides some play resources that represent positive images of race, for example. However, children lack a varied range of positive learning experiences to fully value the similarities and differences between themselves and others in the community and the wider world. n Young children practise early writing. They eagerly make marks with pens on cardboard laid out on the floor and use chalk outdoors. Children learn to create different early styles of writing in varied forms alongside the childminder who guides them with examples. n Partnerships with parents are strong. The childminder provides parents with frequent updates about their children's progress and activities. She uses various methods to exchange information with parents, both verbally and electronically.

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need to do better?

Parents provide very positive feedback about the quality of care and learning their children receive. n Although the childminder was not minding during the COVID-19 first national lockdown and children moved on to attend nursery, she kept abreast of relevant information provided by her local authority. She has adapted the way she settles new children to minimise risk of infection for all children and their families.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a robust understanding of her role and responsibilities to keep children safe. She provides a safe environment, where potential risks are identified and addressed. Children move freely from one play area to another safely. The childminder provides good levels of supervision to ensure children's safety and well-being. The childminder recognises the signs and/or symptoms of various forms of abuse which may be a cause for concern. She knows the correct reporting procedures to follow.

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should:

n build on children's independence skills for self-care, such as teaching them to wipe their noses n extend learning experiences to help children to understand and value similarities and differences between themselves and other people in the community and wider world.

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Setting details

Unique reference number EY544867 Local authority Newham Inspection number 10120848 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 8 August 2019

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Information about this early years setting

The childminder registered in 2017. She lives in Gallions Reach, in the London Borough of Newham. She cares for children Monday to Friday, from 8am to 6pm, throughout most of the year. The childminder holds an appropriate early years qualification at level 6.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the provider. n The inspector observed a range of play activities in the childminder's home. She discussed with the childminder the impact of teaching, children's learning and their individual development and progress. n The inspector and the childminder undertook a learning walk around the childminder's home. The organisation of the premises and the curriculum were discussed, and how the childminder completes risk assessments to ensure children remain safe. n A shared observation was undertaken to assess the childminder's approach to teaching and how she plans and delivers activities to children. The inspector engaged with the childminder and the children when appropriate during the

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Inspection activities

inspection. n The inspector viewed relevant and required documentation, and took account of all parents' written feedback provided for inspection purposes.

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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

11 November 2021 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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