Childminder in Redbridge

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 thrive in the warm and welcoming environment that the childminder provides. Children develop strong attachments with the childminder, which enable them to settle quickly. This helps children to feel safe to confidently explore the activities and become independent learners. The childminder offers children engaging and enjoyable play opportunities, linked to their interests. This helps them to take the next steps in their learning.

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The provision is good

The childminder supports children to understand their emotions. Children use books and resources to talk about their feelings. The childminder shows genuine care, and her affectionate interactions help to boost children's well-being. Children display good behaviour. The childminder reminds them about the use of good manners and being kind to their friends. For example, children show concern and ask about their friends that are absent and suggest making them a card.

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The provision is good

Children enjoy being physically active. The childminder takes them to visit the local park to access the swings and climbing equipment. Children use wheeled toys in the garden and take delight in physical activities indoors. They develop important balance and coordination skills. For instance, children take large steps across the stepping stones, being careful not to fall in the 'hot lava'. They giggle as they climb up to the firm foam mat and slide down. The childminder encourages children's hand control, such as through shaping play dough, mark making in salt and using pencils to colour in pictures.

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need to do better?

n The childminder is passionate about providing a curriculum that supports children to be confident, independent and socially prepared for their move on to school. She uses observations, assessments and children's interests to plan for what they need to learn next. The childminder's curriculum supports children's development across all areas of learning. n Children develop good communication skills. The childminder talks to children about what they are doing during activities. She introduces new words as they play to help them build their understanding and vocabulary. For example, the childminder introduces the words 'knuckles', knead' and 'lavender' while making play dough. Children speak confidently to the childminder. n The childminder teaches children to be independent. They put on their own coats and shoes. Children climb onto a step and confidently wash their own hands, while singing a 'handwashing' song. The childminder encourages them to

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need to do better?

make choices throughout the day, including what they would like for lunch. This helps to prepare children for when they start school. n The childminder provides a range of different activities for children to explore

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need to do better?

21 October 2024 and develop their awareness of the world around them. For instance, children go to the local shop and learn to pick a choice of food and scan the barcode to purchase the item. Children explore similarities and differences in cultural events. They learn about how others may celebrate cultural festivals. For example, children discover the different foods people eat during these events, such as when parents bring in food on special occasions. n Children show their enjoyment of books. They choose books to read independently and with the childminder. They listen intently, asking questions and eagerly remembering storylines. The childminder skilfully links books to children's recent experiences, such as going to the dentist and looking after their teeth. However, the childminder does not always plan opportunities to support children to extend their understanding. For example, she does not explain to

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need to do better?

children why some foods are better than others for their teeth. n Children count and use mathematical language as they play. When making dough, they count the number of spoons of flour as they add it to the bowl. The childminder helps children to measure the amount of liquid required. Children talk about the sizes of the spoons they require for mixing. n Parents are highly complimentary about the childminder. They say that the childminder is wonderful and looks after their children as if they are her own. The childminder shares information with parents about what their children are learning. She establishes strong partnerships with the nurseries and schools that children attend. This shared approach provides consistent support for children to make the best possible progress. n The childminder regularly reflects on her practice and the experiences she provides for children. She keeps her knowledge up to date. For instance, the

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need to do better?

childminder attends training courses. She uses the knowledge she gains from training to influence her practice. For example, recent training has improved her knowledge of the different ways that children learn. The childminder incorporates new ideas for presenting activities into her practice.

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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 plan opportunities to extend children's understanding during activities, such as around healthy eating so that children can begin to understand healthy habits.

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Setting details

Unique reference number 128276 Local authority Redbridge Inspection number 10354774 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 5 Date of previous inspection 6 November 2018

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Information about this early years setting

The childminder registered in 1995. She lives in Gants Hill, in the London Borough of Redbridge. The childminder is available to care for children throughout the year, from 8am to 6.30pm, Monday to Friday. She provides government funded childcare.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the quality of education being provided indoors and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

21 October 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

21 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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