Hussain, Mayarun

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 have a loving and warm relationship with the childminder. They feel safe and secure in the childminder's care. Children engage in their play and confidently select activities and toys that meet their interests. This includes the babies, who are well supported by the childminder. Routines and activities are differentiated to meet the needs of the children.

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The provision is good

The childminder and her assistant are respectful in their communication with children. Adults in the setting role model kind behaviour, and expectations are consistent for children. Children's emotional development is supported by the childminder, as she skilfully discusses their feelings and gives them reassurance. Children respond well to simple instructions to help them hang up their coats.

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The provision is good

Children are independent and gain confidence in their self-care skills. For example, they follow good hygiene practices by independently washing their hands and blowing their noses. Children are given opportunities to learn new skills, such as fastening their zips and buttons on homemade busy bags. This helps children to develop the skill of putting on their own coat and shoes from a young age.

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need to do better?

n The childminder role models a range of vocabulary and language skills. She introduces mathematical language, such as 'horizontal' and 'vertical', while older children create a bridge. Afterwards, children use these words independently in their play. However, on occasion, the assistant does not fully extend children's learning beyond what they already know, particularly when using mathematical language. n Children regularly listen to a range of stories. They enjoy participating in storytelling sessions and build on this learning in their play. For example, after reading 'The Billy Goats Gruff', children build a bridge out of bricks for the troll to hide underneath. This supports children to gain good listening and understanding skills, as they learn to enjoy reading at an early age. n The childminder sets appropriate challenges to promote children's independence. Children confidently manage their own self-care routines and

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need to do better?

make choices in their play. At snack time, they choose fruit from a large bowl. Children are experts at cutting up the fruit, without adult support, and share it out at snack time. n The childminder is passionate about nature and teaches children to respect the world around them. She grows a range of fruit and vegetables with the children, and they delight in picking the food they have grown. They take pride in cutting up these foods and eating them together. n Children's behaviour is very good. They show kind manners without prompt from

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need to do better?

25 January 2023 adults. For example, at snack time, a child calls out to say, 'thank you for a yummy snack'. Children treat their friends with respect and care. Older children independently collect coats and shoes for babies who cannot walk yet. n Communication with parents is effective. The childminder supports parents during the settling-in process and offers further support for children's learning at home. Parents comment that they feel listened to and respect the childminder's knowledge. n The childminder provides a range of opportunities to support children's physical skills. She understands the importance of encouraging children's muscle development, such as using bikes to build strength in children's legs. n Children are provided with freshly cooked, homemade meals, healthy snacks and lots of exercise. Children have a good understanding of how to keep their bodies healthy, including oral hygiene.

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need to do better?

n The childminder has a thorough knowledge of the children. Overall, she and the assistant plan effectively to support children's development. However, sometimes, the teaching opportunities to maximise children's challenge in learning are less consistent. n The childminder is reflective of her own development and attends training courses. For instance, after attending an early language course, she includes more opportunities for singing and rhyme time. This has a positive impact on the children's communication and language skills. She shares good practice with her assistant, with whom she has regular supervision meetings to ensure their knowledge is up to date.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of how to safeguard children. She refreshes her knowledge regularly, including wider safeguarding issues. She knows what signs and symptoms indicate that a child is at risk. She is confident to report any concerns to the local authority. The childminder carries out a robust risk assessment to ensure that her home is safe for all children. She supervises children well, to help minimise risk.

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should:

n enhance the teaching of mathematics to help children to consistently build more on what they already know n focus more consistently on providing teaching opportunities to extend and challenge children's learning as they arise in their play.

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Setting details

Unique reference number EY397506 Local authority Newham Inspection number 10235339 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 6 Date of previous inspection 27 February 2017

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Information about this early years setting

The childminder registered in 2009. She lives in Forest Gate, in the London Borough of Newham. She cares for children from Monday to Thursday, throughout most of the year. The childminder holds a level 3 qualification and is registered to work with an assistant.

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Inspection activities

n This was the first routine inspection the provider 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 provider. n The inspector spoke to parents and took into account their views. n The inspector looked at relevant documentation relating to the childminder's suitability and qualifications. n The inspector observed the interactions between the childminder and the children. n Children spoke to the inspector during the inspection. n The childminder and the inspector carried out a learning walk together to discuss the childminder's intentions for children's learning.

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Inspection activities

25 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

25 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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