Childminder in Tower Hamlets

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

Children at this safe and homely setting form secure relationships with the childminder. They show high levels of confidence, as they laugh, chat and play. The childminder has developed a curriculum that is ambitious. She structures it around children's interests and developmental needs. This ensures that all children make progress from their starting points in development.

p.2

The provision is good

The childminder has high expectations of children. Children are fiercely independent and show pride in completing tasks by themselves. While getting ready for the garden, children put on their own boots and coats. At snack time, children peel their own bananas and oranges, as well as taking the lids off their yogurt pots. The childminder helps children to problem solve and become resilient. When children initially struggle to put their apron on for the water tray, the childminder talks them through how to unravel the sleeves. Children shout with joy as they master the task, and the childminder showers them with praise.

p.2

The provision is good

Children's behaviour is good. They are very polite and say 'please' and 'thank you' without prompting. They follow the childminder's lead with learning the importance of being a kind friend and sharing resources. Children understand the rules and boundaries within the setting.

p.2

need to do better?

n The childminder is enthusiastic and driven. She knows her children well. The childminder understands what children already know and what she wants them to learn next. Children leave prepared for the stage of their learning. n Overall, the curriculum for communication and language is well developed. The childminder offers a language-rich environment. She uses narrative, repetition and introduces children to new words. Where children mispronounce words, the childminder clearly repeats the word back to them using the correct pronunciation. However, when in conversation with children, the childminder uses closed questions and often provides answers too quickly. This does not provide children with the opportunity to use their emerging language to recall what they have learned. n Children revel in opportunities to engage in imaginative play and reenact familiar scenes from the world around them. As they pretend to be doctors, they hold

p.2

need to do better?

stethoscopes to each other's chests, check for sore throats and administer injections. While in the play kitchen, children use dough to make chapatis, placing them carefully in a frying pan and talk of the need to be careful when making tea as it is 'hot'. n The childminder uses her local environment to widen children's experiences. Children attend playgroups run by local children's centres. This gives them

p.2

need to do better?

26 March 2024 opportunities to socialise and make friendships with other children. The childminder uses library sessions to offer children access to a wider range of reading materials and the opportunity to participate in rhyme-time sessions alongside their peers. n The childminder creates an environment that allows all children to see themselves positively represented. She displays images and uses resources throughout the setting to celebrate the diverse backgrounds of children and families. The childminder shares her own identity with children, teaching them simple words in her home language and sharing cultural dishes at mealtimes. Children understand that people have different beliefs. For instance, they are currently embracing learning about the celebrations of Ramadan and Easter. n The childminder creates an inviting environment for children. Children freely chose where they would like to play and show sustained levels of concentration

p.2

need to do better?

at their chosen task. They chat away to themselves, adding resources to extend the activity further. However, while children are engaged and focused, the childminder interrupts their play to get them to try something else, such as painting or dancing. This does not support what children are currently engaged with and build on their interests. n Partnership with parents is good. Parents describe the childminder as supportive, working with them to consistently support children through developmental milestones, such as potty training. They feel well informed about their children's overall development. n The childminder is reflective. She regularly seeks the feedback of parents and carers to continue to enhance her practice. The childminder engages with regular training to continue her own professional development.

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 consider how questions are used, to give children the opportunity to reflect and recall on what they have learned n support children's emerging interests to help them to consistently focus and engage in their learning.

p.3

Setting details

Unique reference number 119704 Local authority Tower Hamlets Inspection number 10316925 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 5 Number of children on roll 1 Date of previous inspection 14 May 2018

p.4

Information about this early years setting

The childminder registered in 1994. She lives with her family in Poplar, in the London Borough of Tower Hamlets. The childminder cares for children throughout most of the year, from 7am to 7pm, Monday to Friday. The childminder holds an appropriate qualification suitable to her role.

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 showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

26 March 2024 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

26 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.

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