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 creates a welcoming and secure environment for children. She supports them to settle easily and to form close attachments with her. Children are happy and they move freely between the playroom and the garden to explore the activities. The childminder interacts positively with children and this helps to keep them fully engaged and to support their learning. For example, she joins in with children's role play shopping activity to teach them the names of the food they are pretending to sell. She uses real money to pay for the food at the till. The childminder provides an activity where children make their own play dough. They learn the names of the ingredients, measure them, and use their hands to explore the dough. Children enjoy playing with the physical resources in the garden and going on regular visits to the local forest school with the childminder. This helps to develop their mobility, balance and coordination effectively.

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The provision is good

There are plenty of opportunities for children to express themselves, increase their vocabulary, and ask simple questions. The childminder provides a range of books at her home for reading activities. This helps children to develop their love for stories, and they often listen keenly while she reads to them. The childminder has high expectations for children's behaviour. For example, she acts as a good role model for children, and sets clear boundaries for them to learn right from wrong. The childminder supports children to develop their independence and confidence well. For instance, she encourages them to carry out small tasks on their own, such as washing their hands and feeding themselves.

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need to do better?

n The childminder observes and assesses children's learning effectively. She plans stimulating activities to meet their individual needs and interests. The childminder works closely with parents to ensure that information is shared easily between them and to involve them in their children's learning and development. n Children make good progress in their learning, in comparison to their starting points. They develop the skills required to move them onto the next stage in their learning. For example, children develop their communication and language skills effectively. They demonstrate a good understanding of simple instructions, and they confidently talk about their play. n The childminder provides good opportunities for children to develop their early literacy skills. For example, she encourages them to engage in activities to develop the skills to use a marker pen and to practise making marks. In addition, the childminder encourages children to sing along to nursery rhymes,

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need to do better?

and learn from listening to different stories. n Children develop their physical skills effectively. For instance, they learn to

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need to do better?

11 June 2024 balance on a see-saw and ride a bicycle and scooter. Children show an awareness of other children while they use the equipment, and they navigate and use the space safely. n The childminder has a strong partnership with parents. This is useful for the childminder to promote healthy lifestyles, in order to keep children healthy. Parents provide healthy lunches for their children to eat at the childminder's home, and ensure that children brush their teeth and keep active while at home. n The childminder supports children to develop their mathematical skills well. For example, she teaches them to count the items in their play and recognise numbers displayed on the wall. n There are a range of activities for children to learn about nature and living things. For example, they learn about the life cycle of a caterpillar growing into a butterfly. They water the flowers to help them to grow, and use a magnifying

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need to do better?

glass to search for insects in the garden. n The childminder misses some opportunities for children to develop a deep awareness of the diverse cultures, similarities and differences of people in the local community. n Children develop their personal and social skills effectively. The childminder makes good use of opportunities to encourage children to manage small tasks on their own and to share and take turns to use the resources. n The childminder has completed all required statutory training. She reflects on and evaluates the provision well. The childminder is clear about what she does well and ways to strengthen children's learning further. For example, although children behave well, the childminder recognises that obtaining further training to support children to manage their own feelings would be beneficial for them to develop very high levels of self-control.

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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 increase opportunities to strengthen children's awareness of the diverse cultures and people in the local community n continue to build on children's emotional skills for them to develop very high levels of self-control.

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Setting details

Unique reference number EY495650 Local authority Havering Inspection number 10339394 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 10 Date of previous inspection 18 July 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 her provision from Monday to Thursday, 7.45am to 5pm, throughout most of the year. She provides funded early education for two-, three- and four-year-old children.

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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 inspector viewed the areas used for childminding, and discussed with the childminder how she implements the educational programmes for the children. n The childminder and the inspector evaluated the effectiveness of an activity together. n The inspector observed children, and she spoke with them and the childminder at appropriate times during the inspection. n The inspector spoke with the childminder about her partnerships with parents. n Relevant documentation was reviewed by the inspector, including evidence of suitability checks and the childminder's paediatric first-aid certificate.

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Inspection activities

11 June 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

11 June 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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