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 Inadequate

p.1

The provision is good

Children thrive in the childminder's stimulating environment. They show great enthusiasm for learning as soon as they arrive. The childminder provides motivating teaching opportunities which engage children well. For instance, children excitedly draw pictures to take home or make play dough with the childminder. Children form extremely secure attachments with the childminder and household members they are familiar with. Younger children feel confident to explore independently. For example, they excitedly explore the resources on offer, looking back for reassurance, which is warmly provided by the childminder. They know that she is close by to offer support and security. Children respond positively to the consistent praise and reassurance they receive from the childminder.

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The provision is good

Children make strong progress in their language skills, and they are all either bilingual or trilingual. For example, older children spontaneously recall new words learned. They use detailed descriptive words as they play and give commentary on what they are doing. Children enjoy books and spend long periods looking through the good-quality range of books that are accessible to them. Their early reading is progressing very well and is encouraged by the childminder. For example, older children read out the recipe to make play dough. Younger children are supported with their emerging language skills through songs and rhymes which the childminder incorporates during the day. Children respond to this with delight and laughter.

p.2

The provision is good

The childminder has high aspirations for all children. Children are courteous of each other's space while playing and share resources and experiences together. This provides opportunities for children to guide each other's learning with kindness and respect. For example, older children help younger children when they make play dough or when building with construction blocks. The childminder plans an outdoor learning environment so that children develop their confidence and take risks. They know which areas of the home they cannot access without the childminder and learn about road safety in the home before outings and when out in the community.

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need to do better?

n The childminder plans a stimulating curriculum which reflects children's individual development and interests. Her close engagement with children allows her to know what children need to learn next. Overall, children are highly motivated and focus well on their learning. However, occasionally, they are distracted by the television that is in close proximity to where they are playing, which impacts on their concentration. In the main, children make good progress and are ready for their next stage of learning and school.

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need to do better?

25 April 2023 n Children develop a real love of books. They happily sit down and read to themselves or others, using their memory of favourite stories, or read to others with great eagerness. Children point out pictures they like and confidently repeat familiar phrases. They learn new vocabulary and understand that print carries meaning. n Children demonstrate impressive levels of independence. They get their own drinks when they are thirsty and help set out and clear away play materials. Children are very familiar with routines, which flow very well from one activity to another. Older children thoroughly enjoy the responsibility of carrying out tasks such as going to the bathroom independently. The childminder successfully helps children to understand the importance of good health and hygiene through conversations, activities, resources and routines. n Good opportunities are made for children to practise number and shape

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need to do better?

recognition and counting as part of their daily routine or during activities. Children are exposed to mathematical language, such as when measuring out ingredients for making play dough. They learn to describe how ingredients influence the mixture, such when it is dry, wet, gloopy and oily. n Children are treated with equal respect. They have resources and activities to look at differences in themselves and others, to reinforce important messages about diversity. They learn about different religious and cultural festivals throughout the year, to raise their awareness of the wider community and their own backgrounds. n The childminder builds highly effective partnerships with parents. She keeps them fully informed about their child's learning through regular reports and assessments. The childminder shares the activities that children enjoy with parents and the next steps in their learning. This helps parents to further

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need to do better?

support their child's development at home. Feedback from parents is highly positive in relation to working in partnership. Parents say that they are regularly updated about their children's ongoing development. n The childminder is highly reflective of her provision. She has taken significant positive steps to address weakness identified at her previous inspection and raise standards to always safeguard and support children's safety. The childminder is committed to developing her practice. n The childminder guides parents on providing healthy and nutritious meals. Children thoroughly enjoy sitting at the table together to eat and learn social skills at mealtimes. The childminder expertly uses mealtimes as a learning opportunity as children talk about what they like to eat. She reinforces messages about healthy food choices. n Children go out in the community regularly. For example, they visit the library,

p.3

need to do better?

shops and farms. However, they have fewer opportunities to socialise and engage with other children of a similar age, to enable them to be supported with their move to nursery or school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

25 April 2023 The childminder demonstrates a good understanding of how to keep children safe. She understands the importance of keeping her safeguarding knowledge up to date. The childminder has a good knowledge of safeguarding issues, such as which agencies to contact should she have any concerns about the welfare of a child in her care or if an allegation is made against her or household member. The childminder understands her responsibilities to swiftly report concerns about children's safety and well-being. She has robust systems in place to ensure that her premises are safe for children and when going out in the community.

p.3

should:

n provide more opportunities for children to continuously focus on what they are learning without distractions n allow children to build on their social skills and gain confidence interacting with other children, to enable them to be supported with the move to nursery or school.

p.4

Setting details

Unique reference number EY453969 Local authority Newham Inspection number 10277757 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 1 December 2022

p.5

Information about this early years setting

The childminder registered in 2012 and lives in Beckton, in the London Borough of Newham. She operates for most of the year from 8am to 6pm, Monday to Friday. The childminder provides funded early education for two-, three- and four-year-old children. She holds a childcare qualification at level 3. The childminder is registered to work with an assistant.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector around her home and explained how she uses her premises for childminding. The childminder described the steps she takes to provide a safe environment and how resources are arranged for children to access for play. n The inspector observed the childminder and children during their activities. She observed the childminder's teaching skills during a focused shared observation. n The inspector spoke to the childminder and children when appropriate. n The childminder made available the required records and documentation for the inspector to view. n The inspector met with parents to gather their feedback on the service they and their children receive from 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

25 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.

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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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