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 Met

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The provision is good

The childminder is dedicated to supporting the growth of children's personalities. Children feel confident in sharing their needs and thoughts with the childminder, engaging in lively conversations. They demonstrate a strong sense of belonging in this setting. The childminder has high expectations for children's development, with a strong emphasis on encouraging sharing and turn-taking. She integrates this into daily activities. For instance, the childminder supports younger children to wait for their turn with equipment, helping them learn to play cooperatively with others. Children actively engage in activities of their choice for extended periods. They exhibit positive behaviour and respond well to the expectations set by the childminder, which help to foster positive attitudes towards their learning.

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The provision is good

The childminder is dedicated to enhancing children's early understanding of healthy habits. She plans learning opportunities during snack time, where she encourages children to sort fruits and snacks into healthy and unhealthy categories. This helps children to develop an awareness of food choices and understand the importance of nutrition. The childminder collaborates with parents, carers and schools to create a broad and balanced curriculum, ensuring continuity in children's skill, development and knowledge. She has a clear understanding of each child's current abilities and their next steps in learning. Her ambitious curriculum is designed to support all children to make good progress.

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need to do better?

n The childminder uses observations and information from parents and other settings to assess children's starting points in learning. She plans a curriculum that meets children's needs and interests. The childminder regularly reviews children's progress and adjusts the curriculum to ensure the best outcomes for each child. n The childminder promotes children's understanding of diversity. She discusses British values and encourages conversations about children's cultural backgrounds and those of others. The childminder does this through engaging activities and open discussions. This approach helps children to develop mutual respect, empathy and an appreciation for different traditions. n The childminder takes children on regular outings to parks, libraries and local shops. She uses these visits to teach children about road safety, stranger danger and develop their social skills. These experiences boost children's self-

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need to do better?

confidence, life skills and understanding of the world. n The childminder supports early mathematical thinking through activities, such as counting, sorting and problem-solving. For example, she encourages children to classify animals, enhance their numeracy skills and develop critical thinking. n Children develop their language skills throughout the day as the childminder

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need to do better?

8 February 2025 interacts well and engages in conversations with them. However, the childminder does not consider how to enhance opportunities to develop children's language and early literacy development further. For instance, children are not able to access books easily for independent exploration or to foster their love of reading. n Children are familiar with the daily routines and structure. They follow the childminder's lead to wash their hands before snack time, which helps to build their independence. However, there are times when the childminder does not encourage children to tidy up after themselves before starting new activities. This limits children's opportunities to develop responsibility and further their independence. n The childminder plans activities, such as threading, to strengthen children's hand muscles and improve dexterity. Children enhance their core strength, coordination and balance, such as through singing, dancing and action rhymes.

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need to do better?

These activities support children's physical development and fine motor skills and boost their confidence and independence. n The childminder has a strong partnership with parents, who speak highly of the care provided. Parents report that their children enjoy attending the setting and eagerly anticipate their time there. n The childminder regularly evaluates her practice. She reflects on the learning experiences and their impact on children's outcomes. This helps the childminder to identify what she can improve and change activities to match children's interests, keep them engaged and help them to learn. n The childminder is committed to staying current with mandatory training, including paediatric first-aid and safeguarding. She actively pursues further professional development through the local authority and other training providers. This ensures that her skills are up to date and meet children's needs.

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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 support children to freely access reading opportunities and explore books to develop their early literacy skills further n help children to develop responsibility and enhance their independence skills further.

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Setting details

Unique reference number EY500067 Local authority Redbridge Inspection number 10367544 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 3 Number of children on roll 2 Date of previous inspection 12 February 2019

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Information about this early years setting

The childminder registered in 2016 and lives in the London Borough of Redbridge. She offers care for children all year round, from 7am to 7pm, Monday to Saturday. The childminder holds a level 6 qualification. She provides government funded childcare.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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 inspector observed the interactions between the childminder and children. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The childminder and the inspector carried out an evaluation of an activity together.

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Inspection activities

8 February 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

8 February 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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