Phillipson, Gayle

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children are happy and comfortable with the childminder, forming strong relationships with her. They are offered a wide range of stimulating resources and activities. Children enjoy story times with the childminder throughout the day, choosing books and taking them to her to read. The childminder constantly comments on what children are doing and allows time for them to respond to her. This helps to develop their communication and language skills. The childminder is highly attentive to children's individual needs and plans an appropriate curriculum, which helps them make good progress in their learning and development.

p.2

The provision is good

Children demonstrate high levels of engagement in their play. For example, they demonstrate good concentration skills as they build towers out of cups and wait patiently for their turn in shared games, helping to develop their social skills. The childminder swiftly manages unwanted behaviour, which helps to create a calm atmosphere where children respect each other.

p.2

The provision is good

There is a strong focus on hygiene and cleanliness. For example, children are reminded that they need to wash their hands before snack time. This promotes children developing good hygiene and self-care habits. Politeness is encouraged throughout the day, so children learn to say 'please' and 'thank you', helping them develop good manners.

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need to do better?

n A well-planned transition process means new children settle in with ease. Families are welcomed into the childminder's home to introduce children to the environment and to start building a relationship with her. n Interactive reading supports children to develop their imagination and build their vocabulary. The childminder holds children's interest by making links with what they know. For example, they talk about what makes a rainbow. She explains that they should keep a look out in the sky today, as the sunshine and showers might bring a rainbow. n Learning is fun and interesting for children. Children immerse themselves in fruit-stamping activities, which develops their hand-eye coordination. The childminder prompts them to name the colours they are using and describe how the paint feels. She introduces new words, such as 'squishy and slimy'. However, on occasion, the support the childminder offers limits children's opportunities to

p.2

need to do better?

do things for themselves. n Through sensitive encouragement, the childminder supports children to understand rules and boundaries. Younger children watch and learn from older children, who show care and kindness towards them. Together, they tidy up after snack time and put books and resources away after using them. This helps

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need to do better?

16 October 2024 children to develop a sense of responsibility for their environment. n The childminder provides activities to support children's next steps. For example, peekaboo activities for younger children help them to develop their attention and concentration skills. Older children develop their creative skills by banging on drums, copying the childminder as she creates music patterns. Any gaps in children's learning are quickly identified, and support from external agencies is requested as needed. n Children are offered some resources and opportunities to celebrate differences and similarities. They occasionally learn about some cultural celebrations, for example Diwali and Chinese New Year. However, these opportunities are not consistent or varied and there are not enough resources to promote inclusion, which means that children have limited opportunities to support their understanding. n Children attend stay-and-play sessions in the community. This supports them to

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need to do better?

develop confidence in socialising with other children. Regular walks in the locality help children to learn about road safety and promote good walking habits. n Parent feedback shows they value the service the childminder provides and that their children are happy and safe with her. They share that they welcome the partnership working with her. For example, she shares tips on potty training and behaviour management with parents, so there is consistency in the care children receive. n The childminder keeps up to date with developments in the early years by accessing training, including that which is offered by the Department for Education. She seeks support and guidance from the local authority early years coordinator to continually develop her 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

should:

n consistently encourage children to do things for themselves to promote their independence and self-help skills n introduce a broader range of resources and opportunities to promote different identities and abilities, including cultural differences and practices.

p.3

Setting details

Unique reference number EY309920 Local authority Barking and Dagenham Inspection number 10354880 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 11 Date of previous inspection 9 November 2018

p.4

Information about this early years setting

The childminder registered in 2005. She lives in Dagenham, in the London Borough of Barking and Dagenham. She operates her service full time, throughout the year. The childminder provides free early education for children aged three years.

p.4

Inspection activities

n The childminder took the inspector on a learning walk of her provision and explained her approach to learning. n A leadership discussion was held with the childminder. n The inspector gained some views from parents about the childminder and her provision. n The inspector observed interactions between the childminder and children. n The inspector observed the quality of the education being provided and assessed the impact that this was having on children's learning.

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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

16 October 2024 16 October 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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