Childminder in Havering

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

p.1

The provision is good

The childminder provides a safe and welcoming environment for children. Children arrive happy and eager to explore. They access activities that are set up to encourage their curiosity. Children develop their understanding of colours and textures, for example, when they explore a sensory tray inspired by the King's Coronation. They transport the contents of the tray to other areas of the room to enhance their play.

p.2

The provision is good

The childminder has high expectations of all the children who she cares for. She arranges a visit to the local fire station. During the visit, children learn about safety. They return to the childminder's home and draw pictures about their visit. Older children work through a fire safety checklist for the home with the childminder. Children proudly display their work and talk to the childminder about the day.

p.2

The provision is good

Children learn about events that are important to their peers. For example, when children arrive back from a holiday in Australia, they learn about Australian animals. When new children join, other children learn about them. Children learn about Lithuania. They play with Lithuanian toys and look at the books. They learn about the flag and its colours and try Lithuanian foods. Children develop an understanding of differences and each other's likes and dislikes.

p.2

need to do better?

n The childminder plans an ambitious, focused and well-sequenced curriculum. Children are interested in their learning. For instance, when they read the story of 'Supertato', they are excited to learn about superheroes and local heroes. Children pretend to rescue a firefighter stuck in ice. They are introduced to new tools and vocabulary. However, on occasions, the childminder does not give children the opportunity to solve problems themselves, as she is too quick to provide the answers and solutions. n The childminder supports the development of children's language skills. Children make play-dough lollipops that stick to models of teeth. Some children use new vocabulary, such as 'poke', 'roll' and 'brush'. Other children develop their language by extending sentences. For example, when children say, 'I roll', the childminder replies, 'Roll a big red ball.' Children repeat this new phrase. n Children benefit from activities and stories that help them to identify and

p.2

need to do better?

regulate their emotions. When reading books, the childminder talks to children about how characters are feeling and why they may have been unkind. When children become frustrated, she is quick to respond and uses emotions characters to support children to understand their feelings. As a result, children calm quickly.

p.2

need to do better?

24 April 2023 n Children progress well with their independence and self-help skills. They cut their own fruit at snack time and listen to safety instructions. Children pour their own water using a jug. The childminder has created visual cards to support children to access all resources. Children look through these and tell the childminder which toys they would like. n The childminder prepares healthy meals and snacks. She encourages children to try new foods. The childminder talks to children about how healthy foods make them strong. When children are reluctant to try new foods, she encourages them by offering a smaller portion and eating with them. Children are motivated by the childminder's praise and try a little more of the foods. n Parents speak very highly of the childminder. They say that their children form strong bonds with her. The childminder gathers information during settling-in periods, which supports her to get to know children very well. Parents can see

p.2

need to do better?

the progress their children make. They comment that their children grow in confidence and learn new vocabulary. n The childminder adopts a reflective approach to her setting. She makes improvements to her own practice and professional development. The childminder completes additional training to extend her knowledge. For instance, she has recently completed training on supporting children who are learning English as an additional language.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder completes child protection training regularly and keeps her knowledge up to date. She is able to identify the signs of abuse and neglect. The childminder has a clear understanding of how she would record details of her concerns and who she would report the concerns to. She is aware of the external agencies to contact in the case of an allegation against her or a member of her household. The childminder has a good understanding of the risks of online abuse and how to support children with online safety. She works with the local school when supporting older children to gain an understanding of how to stay safe online.

p.3

should:

n allow children time to respond to questions and solve problems independently.

p.3

Setting details

Unique reference number EY484833 Local authority Havering Inspection number 10260176 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 6 Number of children on roll 8 Date of previous inspection 5 June 2017

p.4

Information about this early years setting

The childminder registered in 2014. She lives in Harold Wood, in the London Borough of Havering. The childminder offers care all year round, from 8am to 6pm, Monday to Friday. She holds an appropriate early years qualification at level 4.

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 childminder and has taken that into account in their evaluation of the setting. n The inspector had discussions with the childminder throughout the inspection and during the learning walk. n The inspector observed the quality of education provided at the setting for all age groups of children and evaluated the impact. n The inspector observed the interactions between the childminder and children. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n Parents shared their views about the childminder, and the inspector reflected on these discussions.

p.4

Inspection activities

24 April 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.

p.4

Inspection activities

24 April 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6