Childminder in Tower Hamlets

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

The childminder values each highly. Children enjoy warm, close bonds with the childminder. She finds out about their home routines and interests to ensure that they settle well and enjoy activities. The childminder has high expectations of each child.

p.2

The provision is good

Children develop good creative skills. For example, they enjoy exploring the effect of paint on paper by using different brushstrokes to create pictures. Children gain good understanding of the world. For instance, the childminder takes them to the local farm where they see and learn about goats, pigs, sheep and ducks. The childminder teaches children about how things grow by planting and growing vegetables with children. Children behave well. The childminder would try to find out the cause for children's misbehaviour. She would help children to act in more positive ways. Children learn about difference. For instance, the childminder reads books to children about the different customs and traditions of different cultures. She talks to children about significant cultural events and celebrates these with them.

p.2

The provision is good

The curriculum is stimulating. Children learn useful skills in preparation for school.

p.2

need to do better?

n The childminder offers a broad base of interesting activities linked to the areas of learning. She gives children the right level of challenge in activities by basing these on what children need to learn next. Children make good progress. n Children gain good physical skills. For example, they develop good throwing and catching skills as they play ball games with the childminder. Children learn to slide, jump and run by regularly using different equipment in the garden and at the local park. They learn effective small-muscle control through a range of creative activities, such as handling play dough and using paintbrushes to create pictures. n Children learn to share and to take turns. For instance, the childminder takes them to local playgroups where children learn to share toys and resources with others. She plays simple turn-taking games with them. n The childminder supports children's mathematical development well. For

p.2

need to do better?

example, she uses mathematical language to describe size and shape, such as big, high and square, as they play with construction brick sets. The childminder sings number rhymes and songs where children learn to count. n The childminder values working with parents. She uses different ways to keep them informed of children's progress, such as text messaging and daily conversations. The childminder works closely with parents to support children's learning at home, for example by helping children to do things for themselves.

p.2

need to do better?

7 July 2022 n The childminder is keen to update her skills and knowledge. For instance, she attended a seminar on healthy eating for children under five years which led to greater understanding in this area. The childminder reads all information sent by the early years department of the local authority and Ofsted. n Children have good communication, language and literacy skills. For example, the childminder uses pretend play situations to teach children new words, such as pretend doctors. The childminder teaches children words such as plaster, broken, heal. She sings songs and rhymes to children and reads stories to support their language development. n The childminder helps children to gain a good understanding of good oral hygiene. For example, she visits the local dentist with children to talk about ways to keep teeth healthy. The childminder explains which foods are good for helping to keep teeth strong.

p.2

need to do better?

n Overall, children have good independence skills. For example, they learn to dress themselves by dressing dolls in clothes, and feed themselves at lunchtime However, although the childminder responds readily to children's request for water, they do not have consistent access to get water whenever they feel like it. n The childminder has begun to teach children about their emotions. However, she has not fully developed this area to help children to promote best outcomes for children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder views children's safety with great importantce. She has a secure understanding of things to be alert to that might indicate that a child is at risk of abuse. The childminder knows the procedures to follow to report her concerns and keep children safe. She acts promptly to any signs that a child could be at risk to extreme ideas or behaviour. The childminder carries out regular risk assessments in her home to reduce the risk of accidents or illness.

p.3

should:

n consider more ways to enable children to freely access drinking water at times of their choice n develop more ways for children to learn about and understand their emotions to support their well-being.

p.3

Setting details

Unique reference number 2572587 Local authority Tower Hamlets Inspection number 10239335 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 5 Number of children on roll 2 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2020. She lives in Stepney Green in the London Borough of Tower Hamlets. The childminder provides care for children Monday to Friday from 8am to 5pm all year round, except on public bank holidays. She accepts funding for free early years education for children aged two, three and four years.

p.4

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 provider and has taken that into account in their evaluation of the setting. n The childminder talked to the inspector about how she organises her provision and her curriculum intent while they viewed the premises. n The inspector observed an activity and evaluated this with the childminder. n During the inspection, the inspector spoke to the childminder and children at appropriate times. n The inspector observed the interaction between the childminder and children and discussed their progress. n The inspector read and considered written comments from parents during the inspection.

p.5

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.

p.5

Inspection activities

7 July 2022 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.

p.5

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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