Childminder, Out-of school day care in Redbridge

This provision meets requirements

Children are happy and enjoy their time with the childminder. She looks after them with care and patience, supporting their individual needs. She forms warm and secure relationships with them, consulting with them to ensure she provides activities and resources that are of interest to them. Children's choices and opinions are valued and respected. The childminder communicates effectively with staff at the local school where she collects children from. She takes time to support the transition from school, asking children how their day has been as they walk back together.

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This provision meets requirements

Positive communication is a great strength here, with excellent back-and-forth interactions between the childminder and children. They engage in social play for extended periods together, sharing ideas, problem-solving and creating new games. Behaviour expectations are high, with the childminder taking time to help children understand what she would like them to do. She adjusts her approach and offers different strategies for children who require alternative support. The childminder is committed to helping all children enjoy and succeed and seeks out appropriate training for herself to support their specific needs. She checks in with the children regularly, talking to them and spending time with them. This helps children develop emotional security.

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need to do better?

n House rules gently guide children in respecting boundaries. The childminder discusses feelings and behaviour with children, helping them understand emotions and how their actions affect others. Children respond positively to the care and attention shown to them, seeking comfort and reassurance when needed. The childminder allows time for children to respond to what is being asked of them, encouraging children patiently. n The childminder observes and notes children's progress during their time with her and takes pride in their efforts. For example, she supports children as they develop their pencil control and learn to make marks with increasing purpose. She shares these achievements with the school and parents, so children's successes are celebrated collectively. n There is a strong focus on children's health and well-being. The childminder prepares healthy home-cooked meals for children. She takes time to learn about

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need to do better?

their preferences and encourages them to try new foods. The childminder models expected behaviours, so mealtimes are calm and a social occasions. Children learn table manners, such as saying 'please' and 'thank you,' and show respect for others by listening and taking turns in conversation. n The childminder follows children's interests, providing a large variety of

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need to do better?

14 May 2025 resources and joining in their play. She jumps into character and costume, helping children extend their creativity and imagination. Children laugh and giggle together as they take turns to plan the next part of the story. n The childminder provides resources to help children understand and celebrate differences and similarities. Books, puzzles and cultural costumes spark discussions about festivals and events that are important in children's lives. n The childminder reviews her provision appropriately, so children are engaged in their learning. For example, she plans to use simple games to teach them financial skills and money management, helping children gain valuable life skills. n Parents praise the service the childminder offers. They say that she goes above and beyond for their children. They value the balance of support, guidance and challenge she offers their children. Parents appreciate the advice and parenting

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need to do better?

tips she shares with them, which ensures consistency in the care children receive. n The childminder consistently encourages children to develop their self-help and self-care skills. She helps them to understand the importance of good hygiene and cleanliness. Children demonstrate their independence by putting their belongings in a designated area and washing their hands before they eat. n The childminder is highly committed to keeping her knowledge and training refreshed. She keeps up to date with developments in early years by accessing training, including that offered by the local authority. She is also a member of national childminder support groups, and networks with local childminders in the community.

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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 128168 Local authority Redbridge Inspection number 10388700 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 24 July 2019

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Information about this early years setting

The childminder registered in 1997. She lives in the London Borough of Redbridge. The childminder operates Monday to Friday, from 3.30pm to 6pm, term time only. The childminder holds an appropriate qualification at level 4.

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Inspection activities

n The inspector observed interactions between the childminder and the children. n The inspector gained views from parents about the childminder and her provision. n A leadership discussion was held with the childminder. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The children spoke to the inspector during the inspection.

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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

14 May 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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