Childminder in Newham

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

The childminder creates a welcoming, clean and organised environment for the children. Children form good relationships with the childminder and her assistants. Children feel secure in her care and happily greet new visitors. Children often call their names to engage in play with them, which the childminder does in a fun, attentive way. The childminder knows the children well and understands their care needs. For example, if they are hungry or tired, she swiftly supports their needs. The childminder gently encourages the routine and explains to the children what is happening next, for example tidy-up time. The childminder attempts to engage children in a range of different activities by rotating the toys so that children can access a range of resources throughout the day. Overall, this helps to motivate children in their learning.

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The provision is good

The childminder embeds a culture of independence and healthy living. She provides children with home-cooked meals and encourages them to self-serve their food and drinks. Children show good manners, and this is promoted by the childminder. They are eager to do things for themselves, such as putting on their own shoes to go in the garden. There is a good focus on promoting communication and language skills. Children benefit from interactions that develop their vocabulary and understanding of topics. For instance, children develop further understanding of mathematical concepts through songs and stories with the childminder.

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need to do better?

n Children are becoming confident talkers. The childminder observes what the children do and talks to them about it. She follows their interests and allows them time to initiate their own play concepts. For example, children help themselves to dolls, and the childminder supports their play by giving them resources and building their understanding of what to do. The childminder repeats words and naturally extends children's vocabulary, such as by singing baby-related songs while the children engage in their play. n The childminder supports children's independence and hygiene skills. For example, she encourages children to wash their hands independently and to blow their own noses. Children become confident and self-sufficient; they understand their own needs. For example, they help themselves to a tissue in order to wipe their faces after snack. Children are becoming increasingly independent. n Children behave well and generally focus well on their learning. The childminder

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need to do better?

gives them plenty of time to explore their play, and she adapts their activities by adding different resources. That said, on occasion, the childminder sometimes overlooks opportunities to help children understand how their behaviour may affect others, which can interrupt their learning. For example, the childminder

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need to do better?

25 April 2025 may move on to something else rather than allowing children to further develop their social skills and extend their emotional development when faced with challenges. n Parents express positive views of the childminder, often commenting on her flexibility and home-from-home environment. The childminder has built positive relationships with families and communicates with them to help ensure that they have a full, up-to-date knowledge of what their child has been doing. When planning local trips, the childminder communicates well with families and explains the reasons. For example, trips allow children to further their understanding of her transport topic by being exposed to real-life experiences, such as watching the diggers alongside the road. n The childminder ensures she covers all areas of the early years foundation stage and gives children plenty of opportunities. For example, children fully engage in

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need to do better?

understanding the topic of transport through using their fine motor skills with coloured rice and diggers and making chalk drawings of where transport goes, for instance, boats on the water. However, the childminder does not challenge and extend children's learning as much as she could to further encourage their progress. n The childminder is passionate about and committed to her role. She ensures that she and her staff keep up to date by prioritising their professional development. The childminder has a network of local childminders to share practice ideas and suggestions with. She considers the impact of her training and how she can further implement her skills and knowledge at the setting. This helps her to build on her professional skills 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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should:

n strengthen opportunities to teach children how to resolve minor conflicts amicably to further encourage their good behaviour n implement more precise next steps in learning for children to extend learning and encourage further development.

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Setting details

Unique reference number EY442691 Local authority Newham Inspection number 10380267 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 3 June 2019

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Information about this early years setting

The childminder registered in 2012. She works with an assistant, and her childminding service operates from her assistant's home in Plaistow, in the London Borough of Newham. The childminder holds a childcare qualification at level 3. She operates Monday to Friday, from 8am to 6.30pm.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

25 April 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

25 April 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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