Begum, Nazma

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

The childminder spends time getting to know individual children. She finds out about their home lives and uses this to plan activities that they find fun and interesting. Children are relaxed in the childminder's warm and nurturing home. They explore freely and select activities that they are interested in. Children understand the familiar routine and listen to the childminder. The children follow instructions and use their manners. They behave very well.

p.2

The provision is good

The childminder teaches children that following the rules in her home keeps them safe. For example, she shows children how to tidy up after themselves. Children know that putting their toys away helps them to minimise risk. The childminder teaches children about healthy lifestyles. She shows them which foods are good for them and encourages them to drink water. Children learn to make healthy choices.

p.2

The provision is good

The childminder has high expectations of children's learning. She plans activities that extend children's existing knowledge and skills. For example, children learn to count coins and recognise them. They play shops with the childminder and gain knowledge of larger and smaller amounts. Children are engaged and excited to learn. They are inspired to share what they know and can do. Children's attitudes to learning are good.

p.2

need to do better?

n The childminder finds out what children know and can do. She plans a robust curriculum to enhance children's learning. For example, when children start to enjoy mark making, the childminder encourages children to understand that marks have meaning. Children take pride in writing their name and making marks on paper. Children are well prepared for the next stage of their education. n The childminder understands that children may have gaps in their learning. In particular, the childminder recognises the impact that the COVID-19 pandemic has had on children's social and emotional development. The childminder plans opportunities for children to socialise with others in a range of settings. Children develop social skills rapidly. They learn to play alongside others. n The childminder supports parents to access external support when required. When children need additional help with an area of learning, the childminder

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need to do better?

works with professionals. The childminder knows it is important to understand the individual learning requirements of all children. Children with special educational needs and/or disabilities are well supported. n The childminder supports children's language development. She has a strong understanding of how children learn new words. The childminder teaches children new vocabulary by checking their understanding of meaning. She patiently introduces and repeats new words. Children develop fluency and

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need to do better?

6 March 2024 confidence when speaking and make good progress in their language development. n The childminder understands that it is important for children to do things for themselves. However, she sometimes steps in to help children without encouraging them to have a go on their own. Children do not always develop independence skills at the highest levels. n Parent partnerships are strong. Parents say that children are excited to tell them about their day. They notice that children gain confidence and a passion for learning. They report that the information they receive helps them to extend their children's learning at home. n The childminder teaches children about differences. They explore foods from other countries and celebrate festivals from around the world. Children share their different home backgrounds with others. Children learn to be tolerant and respectful of others. They are excited to celebrate what makes them unique and

p.2

need to do better?

share their experiences. n The childminder teaches children clear rules and expectations in her setting. She encourages children to express their feelings and be sensitive of the feelings of others. Children feel safe and relaxed. They listen to the childminder and behave well. n The childminder is reflective of her practice. However, she does not always closely link professional development opportunities to the needs of individual children. The quality of her teaching does not always continue to improve at the highest levels.

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 build on good practice to further support children to do things for themselves and gain independence skills at the highest levels n further develop opportunities for professional development to help the quality of teaching continue to improve over time.

p.3

Setting details

Unique reference number EY221573 Local authority Redbridge Inspection number 10308116 Type of provision Childminder

p.4

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 4 Date of previous inspection 15 March 2018

p.4

Information about this early years setting

The childminder registered in 2002. She lives in Ilford, in the London Borough of Redbridge. She provides care from Monday to Friday, from 7am to 6pm, for most of the year. The childminder holds a childcare qualification at level 2. The childminder offers funded early years education to children aged two, three and four years of age.

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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 showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

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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

6 March 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.

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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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