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 Good

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The provision is good

Children are happy in this setting. There is a sense of fun in the activities provided. The childminder provides activities that support children's learning and are based on their individual needs. She brings her creativity to the materials she uses and the activities she delivers. Children have positive learning experiences, which are supported by an environment that is well resourced.

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The provision is good

The childminder has created a caring and nurturing environment. She has an approach of using sustainable materials in the setting. The childminder sets up the garden space with many activities, which are rotated between the indoor and outdoor space. Children have access to this area as required. They access activities in the community with other children and in other learning spaces. For example, children go to playgroups and the library to borrow books and hear stories. The childminder also takes children to local outdoor spaces, such as the beach, where they have picnics.

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need to do better?

n The childminder provides children with a wide range of equipment and experiences that allow them to undertake independent learning. She plans activities, such as reading activities, to support children to make progress in their learning. The childminder has a good understanding of individual children and tracks their knowledge across all areas of learning. n The childminder has a wealth of experience of working with children, which she uses while creating opportunities for children's learning. She builds on children's language and experiences during each activity. The childminder takes every opportunity to support children's new learning and reinforce their previous learning. n Children communicate with each other and other adults. They are able to express themselves and make their feelings known. Children understand instructions and respond appropriately to requests and questions. n The childminder identifies each child's level of development and has the same

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need to do better?

high ambitions for all children. Parents comment that staff at the local school have said that children who attend this setting settle well in the school. n Children play independently and make choices about what they play with. However, the childminder does not consistently support children to be more independent in their self-care skills, such as by putting on their clothes and in potty training. n Parents feel they have good levels of communication with the childminder. They comment that she keeps them up to date with information about their child's progress. Parents say that their children benefit from the mix of children of differing ages, which allows them to spend time with their siblings after school.

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need to do better?

19 January 2023 They discuss how the childminder challenges their children to develop their communication and social skills. However, the childminder does not consistently identify ways for parents to support their children's learning at home. n The children have positive interactions with each other and the adults in the setting. For example, they will ask for the help of adults, and children ask each other how they are. Parents and the childminder spoke of how well the children play with each other, including older children who attend as part of the after- school provision. n The childminder knows how to meet the needs of children with special educational needs and/or disabilities. She has undertaken training to better understand and support children. This helps to widen the childminder's knowledge of good and up-to-date practice. However, she does not consistently liaise with other professionals in a timely manner to implement strategies to

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need to do better?

support children with gaps in their communication skills. n The childminder has good links with the local children's centre, where she helps to organise a playgroup. The playgroup is designed to mirror a school setting, which familiarises children with future environments and routines, in turn preparing them for school. The childminder liaises with other childminders at playgroups. This allows the childminder to improve and share her practice with other childminders. It also gives children more varied learning opportunities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has effective safeguarding policies in place. She has attended training to help her to understand the signs and symptoms of abuse. The childminder's understanding of county lines and 'Prevent' duty is good. She recognises how these areas of concern present in young children, including the implications for children aged under five years and their families. The childminder has a clear understanding of the processes involved in keeping children safe. Parents express that they feel their children are safe in this setting.

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should:

n take timely action to liaise with other professionals to support any delays in children's communication development n provide more opportunities for children to practise their self-care skills to prepare them for their next stage of independence n enhance communication of learning materials with parents to support them to continue their children's learning at home.

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Setting details

Unique reference number 132667 Local authority Newham Inspection number 10263622 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 10 Date of previous inspection 8 May 2017

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Information about this early years setting

The childminder registered in 1992 and lives in Forest Gate. She works with an assistant. The childminder operates from 8am to 6pm, Monday to Friday, including before and after school. She is registered to provide funded early education for two-, three- and four-year-old children.

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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 childminder. n The childminder took part in a learning walk with the inspector. She explained how she works with children to ensure that they achieve across the early years foundation stage. n The inspector spoke with parents and took account of their views. n The inspector observed the children playing during activities and observed the interactions between children and the childminder. n The inspector and the childminder took part in a joint observation of a language activity. n The inspector spoke with children. n The inspector held a leadership and management discussion with the childminder.

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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

19 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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