Cheeky Chops Childminding Services

Inspection of Cheeky Chops Childminding Services Ltd Hacton Lane Social Club, Haydock Close, Hornchurch RM12 6EA

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Children are happy and feel valued in this warm and caring setting. They develop strong bonds with familiar staff. Children are keen to share their ideas with staff members and peers alike. They listen to each other's ideas, encourage each other and provide praise when their peers achieve. For example, they clap each other and say 'well done' when they complete tasks. This helps children to build self- esteem and learn to build positive relationships with their peers.

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The provision requires improvement

The curriculum for the older children ensures that they gain knowledge and skills to help prepare them for the next steps in their learning. However, there are inconsistencies in the quality of education that children receive. Staff do not organise learning opportunities that support the youngest children as effectively. Learning intentions and staff interactions typically focus on developing older children's learning. This means that the small proportion of younger children that attend the setting are sometimes less engaged in learning that promotes their learning and development. At times, younger children sit on staff laps, and although they enjoy observing the older children at play, activities do not always meet their needs.

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need to do better?

n Children's experiences in the setting are variable depending on their age and stage of development. Activities and themes are mostly enjoyable for all children. However, they are often planned without considering how they will promote younger children's development. For example, although they enjoy playing with the balloons and listening to the songs, the session is planned to support the older children to start to learn letters and sounds, which is not age- appropriate for the younger ones. n Children have opportunities to develop their personal, emotional and social skills. For example, children and staff come together during circle time to talk about how they are feeling that day and to sing songs. Children show respect for one another, listening to each other and apologising when they accidently bump into their peers due to their enthusiastic actions. Developing important skills such as these helps children to form friendships.

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need to do better?

n There is no separate space for the youngest children, so they are frequently sat on staff members' laps or carried to ensure their safety. This means they do not get as many opportunities to develop their physical and social skills as older children. However, older children approach them in a friendly manner and engage with them happily. For example, they enjoy playing peekaboo together, which promotes the younger children's personal and social development. n Life skills and healthy lifestyles are a key part of the curriculum for older children. These children learn about healthy foods and brushing their teeth.

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need to do better?

12 March 2025 Children are learning how to keep their bodies healthy through food and exercise. Their independence is encouraged throughout the day. This sets children up to be independent and make healthy choices as they grow. n Older children develop their imagination as they play in the role play area that staff have transformed into a home. Staff weave mathematical language into play as they discuss how items are bigger or smaller when cutting plastic fruit. Although many activities are not age-appropriate for the younger children, they are interested, observant and behave well. They are hearing lots of vocabulary, despite most of the interactions being with the older children. n Parents feel that they, and their children, are well supported by the staff. There is a culture of openness between families and the setting, and everyone is made to feel welcome. The setting allows the children to choose their own key person,

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need to do better?

seeing who they build a connection with, which supports children's well-being. Parents praise the level of personal feedback that they receive for their individual child. n Leaders failed to notify Ofsted of a change of the manager of the setting as required in the 'Statutory framework for the early years foundation stage'. However, this has not impacted negatively on the children or the running of the setting.

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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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Due date

ensure the curriculum for the younger children is as ambitious as that for the older children and involves activities and experiences that fully support their learning and development 12/04/2025

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Due date

organise the premises more effectively with specific regard to the quality of education provided for the younger children. 12/04/2025

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Setting details

Unique reference number 2771690 Local authority Havering Inspection number 10389857 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 50 Number of children on roll 70 Name of registered person Cheeky Chops Childminding Services Ltd

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reference number

Telephone number 07729 843472 Date of previous inspection Not applicable

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Information about this early years setting

Cheeky Chops Childminding Services Ltd registered in December 2023. The setting employs 13 members of staff. Of these, six hold appropriate early years qualifications at level 3. The setting is open from 7am to 6pm, Monday to Friday, for 50 weeks of the year. The setting provides funded early education places.

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Inspection activities

n The nominated individual and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n Children told the inspector about their friends and what they enjoy doing while at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The nominated individual and the inspector carried out a joint observation during a planned activity. n The nominated individual and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their written views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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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

12 March 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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