Edwards, Stuart Paul

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

p.1

The provision is good

The childminder provides children with plenty of care and attention. He is dedicated and enthusiastic, which ensures that children thrive and feel a sense of belonging. The childminder provides a well-organised and stimulating environment. This aids children's development in all areas of the curriculum. He provides activities that build upon children's interests and individual needs. The childminder interacts positively with children and supports their communication skilfully. For example, he speaks clearly and listens to children attentively, which helps children to become confident talkers. The childminder also plays a vital role in developing toddlers' balance and muscle dexterity through fun games that involve reaching, stretching and catching balloons and balls.

p.2

The provision is good

Children's behaviour is very good because the childminder is consistent in making expectations clear. The childminder is adept at reading a variety of age-appropriate stories. He involves the children with the use of props, which helps to enhance their imaginations. Older children actively participate in the storytelling as they eagerly anticipate what will happen next. Children confidently sequence, count objects, and learn how a story unfolds. They repeat phrases, such as 'In the light of the moon', as they assist in building a familiar story with props on a storyboard. Children show that they are happy and settled. All children make good progress in the skills they need for future learning.

p.2

need to do better?

n The childminder demonstrates a secure understanding of the children's abilities and identifies areas where they can be challenged to enhance their learning. The childminder and his co-minder offer individual support to each child to help them progress towards their next learning goals. Regular assessments and observations track the children's progress. This is then used to inform planning based on the children's interests. All children, including those who receive funded early education, make good progress from their starting points. n The childminder provides toddlers with opportunities to practise their hand-to- eye coordination by engaging them with stacking toys. He introduces early mathematical concepts by counting as they stack the different-sized cups and name the colours of the cups. Toddlers eagerly snuggle up to the childminder to look through sensory books, and they often seek him out when he is out of

p.2

need to do better?

sight. The childminder's good-quality interactions during children's activities help them make significant progress in their overall development. n Children have formed close and affectionate bonds with the kind and caring childminder and his co-childminder. Children spend their time smiling and giggling, enjoying the praise and encouragement from the childminders. This positive reinforcement helps to boost children's self-esteem and confidence as

p.2

need to do better?

26 January 2024 they learn and explore independently. Overall, children are safe, happy and motivated to learn under the watchful eye of the childminder and his co- childminder. n Toddlers' home routines are closely followed by the childminder, such as changes in their sleep routines. This promotes their emotional and physical well-being. Older children develop good levels of independence and try to do things for themselves. For instance, they help with self-care routines and put on their own shoes and coats. Children enjoy a healthy lifestyle and develop a secure understanding of good procedures for personal hygiene. n The childminder's plans include a range of outings that are aimed to enhance the physical and social experiences of the children. Children get the opportunity to develop an understanding of their local environment, where they enjoy visiting local playgroups, libraries and woodlands to feed the ducks. Older

p.2

need to do better?

children confidently recollect their experience of feeding the ducks as they explore with sensory resources such as feathers and pine cones. n The childminder promotes effective partnerships with parents, who are very happy with the care offered for their children. However, he does not consistently communicate with other settings that children attend, resulting in missed opportunities to share important information. n The childminder engages in regular self-evaluation of his practice and identifies areas for improvement. For instance, to ensure good outcomes for children, the childminder has revised the methods of recording and monitoring children's attendance. The childminder regularly completes mandatory training, but he has not identified professional development opportunities to enhance his good knowledge and teaching further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n identify professional development opportunities to enhance the existing good knowledge and teaching further n establish partnerships with other settings that children attend and share information about children's development to provide continuity in their care, learning and development.

p.3

Setting details

Unique reference number EY404747 Local authority Redbridge Inspection number 10308302 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 18 Date of previous inspection 19 March 2018

p.4

Information about this early years setting

The childminder registered in 2009 and lives in Chadwell Heath, in the London Borough of Redbridge. He works with his wife, who is also a registered childminder. The childminder holds a relevant childcare qualification at level 3. He operates all year round, from 7am until 6pm, on Monday to Friday, except for bank holidays and family holidays.

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 childminder. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the interactions between the childminder and children. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable.

p.5

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.

p.5

Inspection activities

26 January 2024 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