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 happy and settled in the childminder's care. They have built close relationships with the childminder, who is attentive to them with warmth, care, and kindness. Children confidently access the broad range of activities that are set out for them, and access additional resources from the low-level storage, which is specifically arranged for them. Children welcome the childminder as a play partner in activities. This supports children to become confident in developing their skills and be supported to use new tools, such as using a range of tools with play dough. The childminder names shapes and colours. She counts out objects, helping children to develop their range of language.

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The provision is good

Children show positive behaviours and enjoy learning. The childminder has clear intentions for what she wants children to learn while they attend her setting. She gathers information from parents at the start, to inform her of what children's individual stage of development is. She uses this information to plan a curriculum of varied learning experiences that enable children to move onto the next stage of their development. Children spend long periods engrossed in activities that they enjoy. They acquire the skills and knowledge they need to prepare them for their next stage of learning and the eventual move onto school.

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need to do better?

n The childminder ensures that she assesses children's learning regularly through her interactions and the play provided. For example, the childminder provides experiences to build on children's interests in minibeasts in the garden. She provides posters of minibeasts and a magnifying glass to enable children to locate the bugs and match them to the pictures on the picture checklist. Children enjoy a variety of activities in the childminder's stimulating garden. For example, they eagerly paint the fence with water, or assist the childminder to check on the potatoes they have grown. n Communication and language are promoted well. For example, the childminder makes herself aware of children's home language when gathering information from parents from the start. She uses lots of interesting conversations, picture books, props with books, and rhymes to help children to develop and use their vocabulary. This helps children, including those who speak English as an

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need to do better?

additional language, to increase their speaking skills and understanding. n Children develop increasing independence. For example, they manage their personal care, including helping the childminder in selecting and serving their own midday snack. They learn the importance of handwashing correctly before handling any food and when returning from outdoor play. n Children are provided with opportunities to learn about the similarities and differences in people in the community. They have opportunities to celebrate

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need to do better?

26 October 2023 community festivals. However, children have few opportunities to socialise with other children, to enable them to make new friendships and support their move to school. n Parents are happy with the childminder and comment positively on the information and support they receive about their child's development and progress in learning. However, the childminder has not fully established partnerships with other carers that the children may have. This impacts on maintaining continuity in children's individual learning and development. n The childminder has addressed previous recommendations well. She has developed her garden to be a stimulating learning environment that children enjoy being in. She has further developed her awareness of how to support children who speak English as an additional language. n The childminder ensures that her mandatory training is up to date, as well as completing training in specific aspects of children's learning and development.

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need to do better?

n The childminder manages children's behaviour well. Children smile when they receive praise and recognition for their achievements, which helps to raise their self-esteem and develop positive attitudes to learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her duties and responsibilities to protect children's welfare. She is aware of the potential signs of abuse. The childminder is aware of the different agencies to alert should she have any concerns, including if an allegation is made against her, or a member of her household. The childminder carries out routine daily checks in her home and for outings to ensure that children remain safe while in her care. She maintains all required documentation.

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should:

n enhance partnerships with other carers that children may have, to maintain continuity of children's learning and development n provide opportunities for children to socialise with other children within the community, to build on their existing social skills and access additional learning opportunities.

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Setting details

Unique reference number EY474638 Local authority Barking and Dagenham Inspection number 10286000 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 1 Date of previous inspection 27 October 2017

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Information about this early years setting

The childminder registered 2014. She lives in Dagenham, within the London Borough of Barking and Dagenham. The childminder operates on weekdays, throughout most of the year.

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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 setting. n The inspector observed the quality of teaching throughout the inspection and considered the impact that this has on children's learning. n The childminder detailed her plan of activities in relation to children's individual developmental stages and their interests, and supporting children to move onto their next stage of development. She shared records of required progress checks, which the childminder also shares with parents. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector spoke to parents at the inspection, and gathered their feedback in writing. n The childminder provided the inspector with all required documentation.

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Inspection activities

26 October 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

26 October 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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