Childminder in Havering

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children develop warm and secure attachments with the friendly and welcoming childminder. The childminder offers children genuine praise and encouragement. This creates a lovely atmosphere, which is felt as soon as you walk through the door. Children are happy, secure and resilient. The childminder has designed a curriculum that accurately helps children to build on what they already know and can do, and it is based on children's current interests. Children are very confident and independent. They enjoy leading their own play and learning. For example, children explore the musical instruments, demonstrating their physical skills as they bang the drums and tap the xylophone.

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The provision is good

Children are enthusiastic and have a positive attitude to their learning. They enjoy using their imaginations. For example, children put a blanket over them and tell the inspector they are a ghost. The childminder has clear expectations of children's behaviour. She uses a consistent approach to encourage children to be kind to each other and take turns. Children behave very well. The childminder creates an inclusive environment. She spends a great deal of time building strong bonds with children's families. The childminder uses this information to create her curriculum and make adaptations where necessary. This helps children who have just started attending to settle extremely well. The childminder is determined about creating a provision that helps all children to feel loved and respected.

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need to do better?

n Children's safety and well-being are the childminder's priority. She undertakes a range of safeguarding training to help to ensure that her knowledge of local safeguarding is strong. The childminder understands the procedure to follow if she has a concern about a child's welfare, including contacting the local authority. n The childminder builds on children's mathematical understanding effectively. For example, she describes the maracas as 'big, small and medium sized' when children start shaking them. The childminder encourages children to count the objects they can see in the book and shows genuine excitement when they count four strawberries. n The childminder knows children well. She monitors children's development effectively and uses her knowledge about child development to identify next steps and any gaps in children's learning. The childminder intends for children to gain life skills, such as being healthy, respectful and independent. This helps

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need to do better?

children to be well prepared before they move on to the next stage of their education. n Partnerships with parents are good. The childminder shares information through daily discussions and over electronic messages. She is passionate about

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need to do better?

15 April 2024 providing parents with support and guidance if they need it. Parents speak highly of the childminder and talk of how happy their children are to attend. n The childminder provides children with many opportunities to learn about the world around them. For example, she used a recent trip to the aquarium to help children to learn about different animals and where they live. The childminder wants children to learn about about the environment and how to look after it. She spends time taking children outside on walks in the forest and spotting animals in the garden. n The childminder engages in regular self-evaluation of her practice and identifies areas for improvement. She is reflective of what her strengths are and what she could further develop. The childminder regularly completes mandatory training. She is aware that she would benefit from further professional development opportunities and how this will help to enhance her good knowledge and

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need to do better?

teaching even further. n The childminder establishes a good routine, and this enables children to know what is happening now and what is next. Younger children demonstrate good manners and say 'please' when they are feeling hungry and ask for something to eat. The childminder provides children with healthy and home-made meals. Children of all ages enjoy feeding themselves. The childminder is vigilant at supervising children during this time but also provides them with the space and freedom to explore their food in their own way. n The childminder supports children to develop their language and early literacy skills well. She engages in lengthy conversations with children as they play. Children show great enjoyment at looking at books. The childminder provides plenty of time to talk about the pictures and have discussions about what they can see. She introduces children to a range of vocabulary, which enhances their

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need to do better?

language skills effectively. The childminder uses songs during routine activities, such as nappy changing time, to keep children engaged. For example, as they sing 'Old McDonald had a Farm', the childminder and children make the sounds the animals make.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n identify and implement professional development opportunities to enhance the existing good knowledge and teaching further.

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Setting details

Unique reference number 2647405 Local authority Havering Inspection number 10332935 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 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and lives in the London Borough of Havering. She operates for most of the year, from 8am to 6pm, Monday to Friday.

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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 around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n The inspector observed the interactions between the childminder and the children. 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.

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Inspection activities

15 April 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.

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Inspection activities

15 April 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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