Childminder in Havering

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children enjoy their time with the childminder and each other. They have access to a variety of play resources, and the childminder offers additional activities for them to engage in. For example, children have opportunities for sensory exploration through play with soil, water and sand. They are encouraged to use scoops and containers freely, which helps develop their fine motor skills in their hands. Although the childminder tries to promote children's learning, she does not fully understand how to plan for it effectively. The curriculum lacks sufficient structure, making it difficult for the childminder to quickly address gaps in the children's learning and support their best progress. Children are happy and interact confidently with each other and the childminder, feeling emotionally secure. They show visitors their hand puppets and dolls. The childminder teaches them to share toys and use good manners.

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The provision requires improvement

However, there are times when children are not given clear guidance on what is expected of them, and as a result, children do not always listen to the childminder's instruction. Despite some weaknesses, the childminder's involvement helps children develop essential skills for school readiness. For instance, she speaks clearly to encourage correct speech and pronunciation. Activities such as reading books and singing with props also support aspects of children's language development. During free play, the childminder counts with the children and introduces them to numbers, shapes, sizes and colours.

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need to do better?

n The childminder observes children's development and accurately assesses their progress but fails to use this information to create targeted activities. She also overlooks their individual interests, ages and developmental stages. This leads to children moving between activities without strong motivation for purposeful play and learning. As a result, overall, children do not progress as well as possible in their development. n The childminder is experienced, but she lacks confidence in identifying the learning objectives for adult-led activities. For instance, during a planting activity, children of various ages participated. While they enjoyed the activity, they did not fully understand how it related to their understanding of growing things. Furthermore, the objective of the activity was not linked to any identified next steps in learning for the children involved. n The childminder helps children understand daily routines and encourages them

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need to do better?

to use good manners. However, there are instances when children do not receive clear guidance on what is expected of them. For example, during free play, some children repeatedly jump in the ball pit, becoming noisy and boisterous. They often ignore the childminder's instructions, which is a result of her inconsistent

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need to do better?

14 May 2025 approach to managing inappropriate behaviour. As a result, the children struggle to grasp which behaviours are expected of them. n Children confidently approach the childminder for cuddles and reassurance, which helps them develop a positive sense of self. Their physical development is further enhanced by plenty of fresh air and exercise as they play in the garden every day. Additionally, the childminder supports the children's understanding of the world by taking them to explore the natural environment and participate in outdoor activities. For example, she organises outings to the farm and local parks. n The childminder gathers important information from parents before their children start attending. This helps the childminder understand each child's regular routines and ensures they settle in comfortably. She communicates regularly with parents about their child's day and shares updates, including photos and

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need to do better?

messages, daily, as well as more in-depth weekly discussions. n Parents provide positive feedback about the care their children receive, and they appreciate the strong relationships the childminder fosters with both them and their children. They feel well informed about their child's daily routines. The childminder demonstrates a strong commitment to improving her practice. She welcomes advice and support from other professionals and parents. However, she does not reflect on her practice rigorously enough to identify weaknesses.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Due date

implement an ambitious curriculum and provide targeted activities for children's progress needs, ensuring that activities inspire children to focus and engage in longer-lasting and dynamic play and learning 27/06/2025

p.3

Due date

develop knowledge and skills to ensure a consistent approach to managing behaviour, and use effective strategies to help children learn about acceptable behaviour. 27/06/2025

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should:

n refine arrangements for self-evaluation to focus more sharply on the extent that the curriculum intent has been achieved, to identify ways to further improve teaching and the delivery of activities.

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Setting details

Unique reference number 2664150 Local authority Havering Inspection number 10380926 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 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022. She lives in Harold Wood, in the London Borough of Havering. The childminder operates all year round, between 8am and 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 3.

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Inspection activities

n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n The inspector spoke to parents and carers about their experience of the setting. n The inspector spoke to the children, who talked as they played. n The inspector spoke with the childminder about the teaching and learning taking place at the setting. n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the interactions between the childminder and the children.

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Inspection activities

14 May 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

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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