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

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The provision is good

Children arrive to a warm welcome at the childminder's home. The childminder and staff have good routines and boundaries in place. This helps children to feel safe and secure, ready to begin their learning. Children happily play with each other. They show kindness to their friends and the childminder and staff. The childminder is a positive role model, who speaks and acts towards children with respect and kindness. As a result, children behave well and have a good attitude to their learning.

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The provision is good

The childminder provides a broad curriculum for children, which engages and excites them in their learning. She uses the settling-in process to get to know children's starting points in development, from which she plans and builds on each day. The childminder understands children's next steps in learning well. For example, she focuses on children's social and emotional well-being, as well as supporting them to be confident communicators. Children receive lots of reassurance and encouragement. When needed, the childminder provides cuddles of support.

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The provision is good

The childminder and staff support children's language skills well. Children sit and sing nursery rhymes. They are familiar with the words and actions, which they confidently and excitedly engage in. The childminder and staff sing some rhymes in English and French, which helps some children to gain a sense of belonging and inclusion. They speak to children during their play throughout the day. This helps children to build on their vocabulary.

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need to do better?

n The childminder is ambitious for every child to reach their full potential. She constantly liaises with her staff so that they understand each child's individual needs fully. The curriculum is flexible and the childminder adapts her teaching according to what interests and excites children. Children demonstrate high levels of curiosity and imagination from the resources available to them to explore. n The childminder recognises gaps in children's learning and uses small steps to support them to build the necessary skills. For example, when babies are new to walking, the childminder creates opportunities for them to walk in safety. She encourages and praises when babies keep on trying. This helps to build their confidence and master the skill. n The childminder supports children to take care of themselves independently and learn good health habits. For example, children learn about how to keep their

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need to do better?

teeth healthy with large model teeth and toothbrushes. They talk as they model how to brush teeth and why this is so important. Children learn the skill of

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need to do better?

3 September 2024 putting on their shoes to go outside. They also know the routine well of washing their hands before mealtimes. The childminder prepares healthy snacks and freshly prepared lunches. She helps children to learn about what keeps their bodies healthy. n Children have lots of opportunities to explore and be curious during the day. They use the water tray to explore large ice blocks with fruit slices inside. The childminder encourages children to squeeze oranges and lemons and taste the juice. Children can share what is 'sweet' and what is 'sour', recalling their previous learning. Children use funnels and pipettes to fill and pour. The childminder and staff teach young children to engage in back-and-forth conversation throughout play. Children can label and describe the environment, which helps to build their fluency and confidence. n Parents speak highly of the childminder. They explain that the individualised

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need to do better?

settling-in process reassures them that their child is ready to start at the setting and is safe. They appreciate the daily communication, which tells them what their children do each day. This helps parents to extend children's learning at home. Parents appreciate the 'book of the month' and the enriching learning experiences the childminder uses to extend children's learning. For example, when children read, 'The Very Hungry Caterpillar', the childminder uses real caterpillars for children to observe their life cycles. n The childminder promotes literacy within the setting through storytelling and independent access to books, which children can explore. Children listen to stories and show their enjoyment by excitedly recalling parts of the story which are familiar to them. n Children have a good attitude to learning and have positive learning experiences, However, for those children who need it, there are fewer opportunities to have

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need to do better?

quiet time outdoors. As a result, some children miss out on relaxation time when required.

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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 provide more opportunities for children, who need to, to relax and have quiet time outdoors.

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Setting details

Unique reference number 119713 Local authority Tower Hamlets Inspection number 10351740 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 7 Date of previous inspection 11 October 2018

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Information about this early years setting

The childminder registered in 1994. She lives in Bow, in the London Borough of Tower Hamlets. She operates throughout most of the year, from 8am to 6pm, Monday to Friday. The childminder provides funded early education for two-, three- and four-year-old children. She works with an assistant.

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Inspection activities

n The childminder showed the inspector around the premises and talked about the curriculum and what she wants children to learn. n The childminder spoke to the inspector about children's learning and development and what each child's current focus was. n The inspector observed interactions between the childminder and children and the assistant and children. n The inspector spoke to parents and read parents' feedback, and took their views into account. n The inspector spoke with the childminder's assistant and took her views into account. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

3 September 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

3 September 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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