Childminder in Barking and Dagenham

Overall effectiveness Outstanding

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

p.1

The provision is outstanding

Children's emotional security and well-being are at the heart of the childminder's provision. For example, she provides several 'home visits' for children before they join her setting and video calls them during absences, to help build and maintain their strong and affectionate bonds. Children settle extremely well and show that they feel completely safe and secure with the childminder.

p.2

The provision is outstanding

The childminder consistently models patience and kindness towards children. She makes them feel special and valued. For instance, the childminder learns lullabies in babies' home languages to help settle and soothe them to sleep. This highly attentive care reassures children and builds their confidence and self-esteem. The childminder has high expectations for children's behaviour. They glow with pride when she praises them and are eager to behave well.

p.2

The provision is outstanding

The childminder works tirelessly to provide children with the best possible care and education. She knows each child extremely well and tailors the curriculum to successfully promote their interests and learning needs. For example, children are excited to see numbers written in their home languages and beam with delight as the childminder helps them to count. The childminder also works closely with parents. This includes sharing her books and resources to help them extend children's learning at home. Any gaps in children's progress are swiftly addressed, and children are well prepared for the next stages in their education.

p.2

need to do better?

n The childminder is extremely dedicated and passionate about her work. She places a high priority on her professional development and targets her training to meet children's specific needs. For example, the childminder has learned how to use specialist communication systems, such as picture cards, to help support children who have special educational needs and/or disabilities. She continuously seeks new ideas, information and training to further extend her already impressive knowledge. As a result, children benefit from outstanding teaching. n The childminder provides a language-rich environment filled with songs, stories and conversations. She continuously introduces children to sounds, words and new vocabulary, both in English and in their home languages. Children's language skills develop rapidly, and they are extremely eager to communicate. For instance, babies say 'quack' to indicate that they want to hear a song about

p.2

need to do better?

ducks. n Children demonstrate incredibly high levels of resilience and perseverance with the childminder's skilled guidance and support. For example, babies focus intently as they learn to make marks with a 'water pen', post shapes into holes or turn the pages of a book. They keep trying and then beam with joy,

p.2

need to do better?

9 July 2024 demonstrating a strong sense of achievement when they manage what they have set out to do. n The childminder provides superb support to help children develop their independence and personal care skills from a young age. For example, the childminder ensures that babies can access their beakers and tissues, and she helps them to recognise when they need these. She allows time for children to practise new independence skills and constantly encourages and praises them. Children quickly become extremely confident in what they can do. n Children have excellent opportunities to gain experiences outside the childminder's home. This enables them to develop a broad knowledge of the world around them. For example, they visit playgroups, a forest and religious settings, which helps them to learn about the diversity of people and environments in Britain. Children are exposed to various occupations, such as by

p.2

need to do better?

meeting firefighters and police officers and learning about what they do. n Feedback from parents shows that they form strong and trusting partnerships with the childminder. There is a continuous exchange of information, which results in consistent approaches for children. For example, some parents are anxious about weaning babies onto solid food. Therefore, the childminder explains the importance of chewing, to support children's speech development. She also helps to reduce parents' worries by teaching them first aid so that they know what to do if a child is choking. These collaborative efforts support children's rapid progress and development. n The childminder is committed to safeguarding children. She has an excellent understanding of how to identify and respond to possible signs of abuse. The childminder understands that her responsibilities do not stop outside of her setting. She works effectively with parents and children to promote their

p.3

need to do better?

understanding of good health and safety practice.

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

Setting details

Unique reference number 2666945 Local authority Barking and Dagenham Inspection number 10350606 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 6 Number of children on roll 2 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2022. She lives in Barking, in the London Borough of Barking and Dagenham. The childminder operates her service Monday to Friday, from 8am to 5pm, during term times only. She offers funded early education for children.

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 her evaluation of the childminder. n The childminder showed the inspector the areas she uses for childminding, and she explained the curriculum and how the provision is organised. n The inspector observed a range of routines and activities to help evaluate the quality of education and the impact on children's learning. n The childminder ensured that relevant documents were available for the inspector to view. n The inspector took account of parents' written feedback. She also observed and spoke to the children, to help assess their experiences in the setting.

p.4

Inspection activities

9 July 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

9 July 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