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 Good

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The provision is good

Children enjoy their time in the childminder's home. The childminder has created a calm and relaxed atmosphere. She creates a broad curriculum. There is a wide range of age-appropriate resources displayed indoors and in the garden. Children participate in a range of enjoyable activities that the childminder provides to help them meet their next steps in their learning. For example, children happily and confidently sit in the cosy area with their friends looking through books.

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The provision is good

Children are very well behaved. They know the daily routine well and are kind and respectful. Children develop secure attachments with the childminder. They are confident, happy and benefit from the childminder's sensitive and supportive interactions.

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The provision is good

Children respond to the childminder's high expectations of them at routine times. For instance, they tidy away promptly, when asked, in preparation for snack and lunchtime. The childminder places a strong focus on children's well-being. For instance, she uses a colour-coded system to support children when they are sad. Children explain their feelings while exploring sensory resources. They say they are feeling 'happy', 'angry' or 'not sure'. Children enjoy the company of the childminder and giggle when playing together.

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need to do better?

n Parents say they were overwhelmed with the childminder's support during the pandemic. Children who were unsettled due to changes of routine, were settled by the childminder's daily sessions via video calls. n Children develop their communication, language and literacy skills. For example, they have ongoing discussions and group times. They read to each other and ask questions from looking at books, for example saying, 'Can you touch your head and toe?' n The childminder encourages continuity of learning. Children take a book home to read with their families and a mini whiteboard and marker to make their personal marks. Children show and talk about their work from home. n Children learn new words during play. The childminder understands what the children can do. She uses this knowledge to sequence their learning. The childminder talks about children's progress and learning with confidence. Babies' and younger children's early communication skills are well supported. However,

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need to do better?

on occasions, resources are not always easily accessible for babies to reach freely, to encourage them to explore and choose independently. n The childminder has developed an ambitious curriculum for the children who attend. Children enjoy moving and dancing to music. They stretch up high, jump up and down and run on the spot. The childminder monitors children's progress

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need to do better?

18 July 2022 and uses this to sequence children's next steps. However, at times, activities for babies are not always planned effectively to extend their interests. n Partnerships with parents are strong. The childminder supports parents in obtaining paediatric first-aid training to support their child when away from the setting. The childminder shares information daily with parents about their children's day. Parents give feedback about the childminder's service. They say that their child loves attending, the activities are diverse and they are grateful. n Children learn about different cultures. For instance, they celebrate Chinese New Year, Christmas, Eid and Diwali. They know how to respect others who are different to themselves. n The childminder conducts progress checks for children aged between two and three years. She also speaks to the health visitor and discusses the checks with parents before finalising the reports.

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need to do better?

n The childminder supports children's needs well. For example, when babies need comfort, they crawl over to the childminder. The childminder gives hugs and reassuring words. She sings and rocks babies to sleep during nap times. n Children have opportunities to develop their creative skills. They roll play dough and say they are making an 'oval cookie' and 'pancakes'. Children use shape cutters to make letters. They recognise letters of the alphabet and say, 'I have made the letter T.' n Children are taught about nutritious foods. The childminder encourages children to list the vegetables in their meals. Children say 'carrots', 'courgettes' and 'tomatoes'. The childminder described what an aubergine is when some children were not sure.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder ensures that her premises are safe for children to use, checking them daily. She introduced strict protocols to prevent the spread of COVID-19 and continues to maintain some of these, such as regular hand sanitising. The childminder is knowledgeable about the signs and symptoms that may suggest a child is at risk of harm. If she has concerns about a child's safety or welfare, she knows who to inform and from where to seek advice. The childminder keeps her training up to date to ensure that her knowledge is current.

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should:

n encourage babies to pull themselves up more and reach for objects during the day, to encourage them to freely explore n broaden activity planning for babies to enable them to extend their interests.

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Setting details

Unique reference number EY474997 Local authority Tower Hamlets Inspection number 10231873 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 9 Date of previous inspection 6 September 2016

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Information about this early years setting

The childminder registered in 2014. She lives in Canary Wharf, Tower Hamlets. The childminder cares for children on weekdays, from 8am to 6pm. She operates her service throughout most of the year. The childminder holds a childcare qualification at level 3.

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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 setting. n The childminder and the inspector took part in a joint observation of children in an activity. They discussed the quality of teaching and learning that they observed. n The childminder spoke to the inspector, as part of the learning walk, about the intentions for children's learning. n The inspector spoke to parents during the inspection and took account of their views and written comments. n The childminder provided the inspector with a sample of key documentation. This included her paediatric first-aid training certificate.

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Inspection activities

18 July 2022 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

18 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.

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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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