Childminder in Barking and Dagenham

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 are settled and happy. They are confident to express themselves and develop warm, caring relationships with the childminder. Children have opportunities to freely choose from a range of resources. They play with cars and build a garage using available equipment. The childminder supports their language through play by describing what they are doing and offering suggestions. Children are eager to demonstrate their skills by completing puzzles. They recognise letters and select numbers in order. Children listen attentively to the childminder. They choose a book and snuggle for a story, questioning and providing responses. The childminder takes opportunities to sing nursery rhymes that link to the children's play. Children are quick to catch on and join in.

p.2

The provision is good

Children frequently explore the local area and enjoy trips to the park. They visit 'stay and play' sessions. The childminder uses this experience to enhance children's social skills. Visits to the shops are used to discover new produce. Children later taste the different fruit and vegetables.

p.2

The provision is good

The childminder consistently praises children's positive behaviour. Children are aware of the expectations and understand the boundaries. They independently tidy up resources from the floor knowing this is to prevent hazards, such as tripping over.

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need to do better?

n Secure, trusting relationships develop between the childminder and children. They are comfortable in her care and wrap their arms around her for cuddles. Children tease the childminder by hiding cars behind their back for her to find. They are confident to communicate their wants and needs, for example by asking for another drink or more fruit at snack time. She praises their achievements and this boosts their self-esteem. n The childminder develops effective relationships with parents. They speak highly of the childminder. Parents report that children enjoy attending the setting. Updates are provided daily on activities and snacks. Termly reports are shared with parents on children's progress. The childminder supports parents with ideas to continue their children's learning at home. However, partnerships with other professionals are not as secure. The childminder is not proactive in developing links and sharing information to support children further.

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need to do better?

n The childminder promotes good communication and language skills. She engages the children in conversation and spends time explaining. For example, children question what is happening as the road is dug up outside. The childminder ensures they understand her explanation. When using play dough she provides word extensions, such as 'big', 'bigger' and 'biggest'.

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need to do better?

11 January 2023 n Children engage in good hygiene practices. They wash their hands before eating as the childminder supervises them. Children collect tissues for sneezes and cover their coughs. The childminder provides fresh fruit for a morning snack. However, she misses the opportunity to discuss why certain foods contribute to a healthy lifestyle, and how this could be extended by helping children to prepare the snack. n The childminder implements robust risk assessments. These cover the home, activities, outings and illness. She carries out daily assessments that reflect the current situation, such as external workers who require access to the property and garden. The childminder ensures the children are always safe. n The childminder has begun to reflect on her own practice. She evaluates the outcome by considering the success of activities. Assessments are now used effectively to note what children can do and plan for their next steps. However,

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need to do better?

the childminder does not consistently provide extensions to activities, to offer additional challenges to children and extend their learning even further. n Children eagerly learn mathematical skills through play. They use board books to build a tower and fit pieces of a train track together to make a loop. The childminder uses a play dough activity to discuss shape and size. Children stack rolled balls to build a snowman. They compare the height of theirs against the childminder's model.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The setting is safe and secure. The childminder has a good understanding of safeguarding. She is aware of signs to look for. The childminder knows the actions to take should she have a concern about a child and the timely manner to do this. She has completed safeguarding training, and there are suitability checks held for the relevant household members. A fire escape plan is in place and fire drills are practised regularly.

p.3

should:

n provide extensions to activities which continually allow for challenging opportunities to further promote children's learning and development n implement a wider range of ways for children to develop an understanding of the importance of making healthy lifestyle choices n strengthen partnerships with other professionals to provide a more consistent approach to supporting children's development.

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Setting details

Unique reference number EY339354 Local authority Barking and Dagenham Inspection number 10235036 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 5 Date of previous inspection 23 March 2017

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Information about this early years setting

The childminder was registered in 2006. She lives in the London Borough of Barking and Dagenham. She operates for 48 weeks of the year, Monday to Friday, 8am to 6pm. The childminder holds an early years 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 provider and has taken that into account in their evaluation of the setting. n The inspector completed a learning walk with the childminder to find out about her setting and the curriculum. n The inspector spoke with parents and took their views into account. n The inspector spoke with the childminder about safeguarding children and checked safeguarding information. n The inspector observed the interactions between the childminder and children. She considered the impact on learning and how this is assessed. n The inspector looked at documents, such as paediatric first-aid qualifications, and the suitability of those working and living on the premises.

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Inspection activities

11 January 2023 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 January 2023 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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