Childminder 2702765

Overall effectiveness Good

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

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The provision is good

The childminder creates a safe, warm and friendly learning and play environment indoors and effectively utilises her balcony. Children are happy and enthusiastic as they explore a wide range of good-quality resources. The childminder has established an inclusive and diverse setting where children's unique personalities and cultural backgrounds are celebrated. The childminder has a good understanding of each child's individual needs. She ensures that the curriculum covers all areas of learning and incorporates the children's interests. For instance, children enthusiastically explore the environment with confidence. They build communication, creativity, and imagination through singing action songs, mixing paints, and playing with small world toys.

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The provision is good

The childminder serves as a good role model and effectively encourages children's positive behaviour. She teaches children to share their toys, take turns, and consider the needs of others. Her interactions with children are consistently positive and support their emotional well-being. The childminder assists the children in developing their early writing skills, as well as encouraging good pencil grip and control while using various drawing and paint brushes. Children create playdough models, like pizzas, while discussing toppings and enjoy painting their pizza. They also learn to use funnels to fill containers with water, grasping the concepts of capacity and fullness. This approach helps children feel valued and shows them that their opinions matter.

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need to do better?

n The childminder provides a good level of early education. She plans interesting adult-led activities that enhance children's understanding of the world. For example, she provides magnifying glasses, books, leaves, and mini beasts, allowing children to explore and learn about insects and nature. However, the childminder sometimes lacks a clear learning intent for her activities. For instance, during one activity, the children were uncertain about whether they were learning about the features of bugs or the life cycle of a caterpillar. This ambiguity leaves children unsure of what they are supposed to learn. n The childminder offers good-quality resources and toys but does not consistently organise the indoor environment. Children often have to walk over scattered items, such as construction sets and books, which limits their ability to play independently and hampers their development of play experiences.

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need to do better?

n The childminder actively engages with the children in their activities, effectively promoting their communication, language, and literacy skills. For example, she spends time talking with the children about what they are doing during play- dough and water activities. She encourages them to sing songs, particularly in their own language, and recite rhymes. Children enjoy looking through books

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need to do better?

10 September 2025 independently, as well as listening to stories throughout the day. n The childminder helps children develop their mathematical skills through play with a variety of resources. She introduces new vocabulary such as 'long,' 'short,' and 'one more' during their activities, which aids in their understanding of concepts related to length and addition. Children learn to sort objects by colour, number, and shape. The childminder also teaches them to count objects accurately. This support prepares children for starting nursery and school. n All children make good progress, including those for whom the childminder receives funding, because the childminder collaborates closely with their parents. She shares daily updates and photos through WhatsApp, keeping parents informed. Parents value discussing their child's development and learning strategies on a daily basis. Many parents are thrilled with the growth their

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need to do better?

children experience and are happy to recommend her. n The childminder adopts a proactive and reflective approach to her work. She regularly meets with other childminders and the local authority adviser to assess the services she provides. During these meetings, she identifies areas for improvement. Furthermore, she actively seeks out professional development opportunities. For instance, recent training has enhanced her understanding of new early years guidelines, including safer practice for eating and sleeping, as well as promoting children's nutritional health. n Children gain insights into the wider world through daily outings to local children's centres, museums, library sessions, and visits to the local church and mosque. They explore various festivals, which help them understand how different cultures celebrate their beliefs and what makes each celebration unique. This exposure not only enhances children's social and physical skills but

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need to do better?

also fosters an appreciation for diverse religions and cultures.

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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 implement the learning intentions consistently to promote children's learning, development and progress even further n review the organisation of the toys and resources so that children can make choices, follow their ideas and extend their play experiences further.

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Setting details

Unique reference number 2702765 Local authority Tower Hamlets Inspection number 10398795 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 2 Number of children on roll 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and is based in London borough of Tower Hamlets. The setting is open Monday to Friday from 8.00am to 6.00pm, all year round. The childminder offers the government-funded places for childcare.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision and her rationale around the curriculum. n Children spoke with the inspector during the inspection. n The inspector spoke to parents and took account of their views. n The childminder provided the inspector with a sample of key documentation on request. n The inspector viewed and discussed the safety and suitability of the premises. n The inspector observed the interactions between the childminder and the children.

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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

10 September 2025 10 September 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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