Childminder in Havering

Overall effectiveness Outstanding

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

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The provision is outstanding

The childminder creates extremely warm and nurturing relationships with all children in her care. Children go to her for comfort, and she provides reassurance and supports children to talk about their emotions. The childminder teaches children that the process of trying is what is most important. She gives all children positive encouragement they need to be successful. Children develop very high levels of confidence and self-esteem.

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The provision is outstanding

The childminder creates a curriculum that is highly ambitious. She focuses on children securing key skills and accuracy. For example, the childminder corrects children as they try to count with precision. Children persevere and try hard. The childminder extends individual children's skills through highly skilled interactions. She adapts her teaching to extend their learning where required. Children make exceptional progress across the curriculum.

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The provision is outstanding

The childminder teaches children high levels of responsibility and self-care. She teaches children that in an emergency they must stop, listen and follow instructions. Children demonstrate exceptionally high levels of understanding of complex scenarios. For example, during the fire drills, children learn how to leave quickly and calmly, wrap themselves in fire blankets and summon help. Children feel excited to talk about how they keep themselves safe. Children develop deep feelings of physical and emotional safety.

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need to do better?

n The childminder plans a well-sequenced curriculum. She meticulously identifies children's starting points in development to identify what they need to learn next. The childminder works with parents and carers to explore children's previous experiences. She ensures that children have access to unfamiliar activities. The childminder knows that children need to try new activities to gain confidence. Children develop a 'can-do' attitude. They demonstrate exceptionally high levels of confidence and self-esteem. n The childminder considers children's physical and mental well-being when planning her curriculum. She creates an environment that promotes children's curiosity and critical thinking skills. For example, the childminder makes sure that all children have time to reflect and think about what they have learned. She provides children with an excellent balance of focused time at activities, as well as quiet reflection. This promotes children's attention and concentration.

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need to do better?

n The childminder is exceptionally skilled at interacting with children. She considers the wide range of communication skills that young children need to learn. For example, she teaches children key listening skills alongside teaching them new vocabulary. Children feel excited to share the new words they have

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need to do better?

30 January 2025 learned. They can accurately use new vocabulary in the correct context. This promotes children's fluency. n Parent partnerships are exceptionally strong. The childminder uses a range of systems to share information with parents about what their children are learning. Parents report that the childminder supports them to understand how their children learn. They say that children make exceptional progress from their starting points in development. n The childminder has an excellent understanding of how children learn physical skills. She teaches children to balance, hold themselves steady and develop core strength, such as during yoga sessions. In creative activities, she closely considers how to extend children's muscles in their hands and wrists as they work with different tools. This promotes children's physical strength. n The childminder embeds the teaching of respect and tolerance into her

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need to do better?

curriculum. She teaches children about people outside and within their community. The childminder supports children to learn about a wide range of disabilities, cultures and beliefs. For example, she teaches children that disabilities are not always seen by others. The childminder encourages children to identify role models in their lives. Children look up to other people and learn that all people have an important role to play in society. This promotes children's kindness and respect for other people. n The childminder is reflective in her practice. She considers the individual learning needs of children when planning continuous professional development opportunities. For example, she is currently training to deliver a new therapeutic approach for children to support children's understanding of their own emotions. This promotes children's psychological resilience. The childminder strives to continually improve her knowledge of how young children think, behave and

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need to do better?

learn. This helps her practice to continue to improve over time.

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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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Setting details

Unique reference number EY498727 Local authority Havering Inspection number 10374260 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 12 Number of children on roll 1 Date of previous inspection 29 April 2019

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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 is registered to work with an assistant. She works all year round, from 7.30am to 6pm, Monday to Friday, except for family holidays. She holds an early years qualification at level 3. The childminder provides government funded childcare.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector spoke to several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

30 January 2025 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

30 January 2025 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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