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 Good

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The provision is good

The childminder's kind and caring nature ensures that children are settled and happy. She is committed to creating a space for all children to develop all skills. This includes an exciting outdoor area where children can run, climb, balance and negotiate space as well as learn about the environment and nature around them. The childminder teaches children about healthy eating with the real-world experience of growing fruit and vegetables. The inside space has been designed with children in mind, with resources at their level, inspiring them to explore and use their imaginations. There is also a calming sensory room where children can engage in physical activities, such as yoga, as well as developing strategies to support their behaviour and well-being, such as breathing techniques. Younger children explore and safely develop their gross motor skills.

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The provision is good

The curriculum is ambitious for all, with priority placed on developing independence and well-being. Children are placed at the centre of the curriculum, with the childminder using a lot of 'in the moment' planning. This complements the pre- planned activities that encourage the children's interests, as well as supporting their developmental needs. There is an emphasis on the outdoors and nature, and children enjoy learning in this way, excitedly talking about the wormery they had recently created.

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need to do better?

n The childminder supports the development of communication and language well. There is a language-rich environment, and new vocabulary is introduced. For example, the childminder mentions 'receptors' when talking about how worms 'see'. At times, opportunities are missed to engage in verbal interactions with the youngest children when they babble in early communication attempts. n The childminder has created a reading nook to help children develop a love of reading. Older children choose books to look at, 'reading' to their friends and talking about the pictures. Younger children explore sensory books. This sets children up with the skills they will need for early literacy. However, at times, the support for literacy is stronger for older children. n Children develop the skills to build good friendships. They take turns in conversation and activities, praise each other's achievements and ask their friends if they would like to play with them. The childminder praises this

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need to do better?

behaviour and models interactions and language to further these social skills. n Older children are encouraged to develop their independence skills. They take themselves to the toilet, cut up fruit for snack and put on their own shoes. This sets children up for the next steps in their learning journey and, eventually, school. n Planned activities build on what children already know. For example, after

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need to do better?

28 May 2024 creating a wormery, an activity is planned with pretend mud and worms. The childminder uses mathematical language, discussing how the worms are 'longer' or 'shorter'. She supports children to use this language themselves. This helps children to begin to understand early mathematical concepts. However, there are occasions where activities could be adapted further to fully engage the youngest children. n Children are supported well in their personal and emotional development. When a child becomes overwhelmed, the childminder asks if she needs to 'blow out the candles'. The child takes deep breaths as the childminder holds up five fingers, lowering one on each breath. The childminder asks if they are all out, the child responds 'no' and continues for two further breaths. The childminder has clearly taught and established this strategy with the child, and the child has started to manage this themselves, asking for more breaths than initially offered.

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need to do better?

n The childminder gives children time to develop their individual interests and play through lots of free play. Children enjoy this, developing their imaginations as they role play with their friends. n Improving their own knowledge is a passion for the childminder. She is able to identify gaps in her own learning and attends courses to support these. For example, they recently attended courses to gain more knowledge around supporting children with special educational needs and/or disabilities. n Parents describe the childminder as an 'extension of their own family'. They praise how she encourages curiosity. They like how the childminder shares learning with them, meaning they can extend and practise this at home with their children.

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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 maximise learning opportunities to ensure that they engage and challenge all ages of children n improve the interactions with younger children so that they consistently encourage children's communication and language development to the highest level.

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Setting details

Unique reference number EY496671 Local authority Havering Inspection number 10335167 Type of provision Childminder

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Registers

Early Years Register, Compulsory 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 6 June 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Romford, in the London Borough of Havering. The childminder operates all year round, from 8am to 5pm, Monday, Tuesday, Wednesday and 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 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 early years foundation stage curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector read written views that were provided by parents.

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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

28 May 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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