Childminder 2699026

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 provides a warm and welcoming home environment where children feel secure and at ease. They are enthusiastic and curious learners who explore a wide variety of good-quality resources with confidence. The childminder has created an inclusive and diverse setting that celebrates each child's unique personality, family and cultural background. She encourages older children to share their thoughts and ideas, supporting their confidence and personal development. Children show that they feel happy, secure and settled in her care.

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The provision is good

The childminder has a clear understanding of each child's individual needs and ensures the curriculum supports all areas of learning. For example, children enthusiastically participate in role-play activities, developing their creativity and imagination as they take orders in a restaurant and prepare a variety of dishes for their friends and adults. The childminder serves as a positive role model and effectively supports children's good behaviour. She teaches them to play kindly, to share toys and to consider the needs of others.

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The provision is good

The childminder and her assistants' interactions with children are consistently positive and supportive. The childminder actively promotes children's communication development by sharing stories, songs, and rhymes throughout the day. She helps them become familiar with new words, story characters, and language. All children, including those receiving additional funding, make good progress from their individual starting points, ensuring they are well prepared for their future learning.

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need to do better?

n The childminder is dedicated and hardworking. She observes children's achievements and plans engaging activities that cover the curriculum. She understands their individual needs and interests, as seen when children play with number puzzles, toy vehicles, and their favourite characters. These activities enhance their hand-eye coordination, mathematical skills, and imagination. However, the childminder does not always use her observations effectively to plan for each child's next steps in learning. n The childminder engages babies and older children in shared reading sessions, discussing characters and encouraging them to make predictions. This fosters a love for reading and enhances speaking skills. During snacks and meals, children are encouraged to also talk about their favourite fruits, which helps expand their vocabulary and communication skills. n The childminder reflects on her service, recognising her strengths and areas for

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need to do better?

improvement. She values feedback from assistants and parents, and consults professionals when needed. The childminder regularly undertakes online training

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need to do better?

25 September 2025 to further develop her knowledge and understanding of relevant issues. In addition, she has completed a wide range of child protection training, enabling her to fully understand her safeguarding responsibilities and effectively promote children's well-being. n Children develop some skills that support their independence, such as confidently exploring their surroundings and selecting the toys and resources they want. However, at times, the childminder does too much for the children, which limits their opportunities to practise self-help skills. For example, older children are not consistently encouraged to help tidy up after play or to participate in preparing and serving their meals. n The childminder promotes puzzle-building to improve children's problem-solving skills. This helps children gain confidence in sequencing numbers and completing challenging puzzles. Additionally, activities like using shape cutters with play

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need to do better?

dough and chunky chalks at the easel, help strengthen their hand muscles and improve their writing skills. n The childminder promotes active learning by providing regular opportunities for children to visit local parks and playgrounds, where they develop their physical skills through activities such as running, climbing, and jumping. Children also attend toddler groups to explore, interact, and build important social skills with their peers. These outings further support children's understanding of their community and enable them to engage with a diverse range of people. n The childminder has established strong partnerships with parents and carers. She gathers key information when children first start to identify their developmental starting points. Ongoing communication ensures parents are kept informed about their children's progress. Parents provide positive feedback, praising the childminder's flexibility, professionalism, and kindness.

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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 make accurate use of what is known about children in order to plan even more opportunities to support their individual next steps more fully n increase opportunities for children to manage simple routine tasks, to further support their emerging independence.

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Setting details

Unique reference number 2699026 Local authority Newham Inspection number 10398514 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 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023. She lives in the London Borough of Newham in the Beckton area. She operates all year round, from 8am to 6pm, Monday to Friday, except for family and bank holidays. The childminder works with up to two assistants. She holds a childcare qualification at level 2. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector spoke to several parents during the inspection and took account of their views n The inspector observed the quality of education being provided, both indoors and outdoors, and assessed its impact on children's learning. n The inspector spoke with the childminder about the leadership and management of the setting. n The inspector talked to the childminder's assistant at appropriate times during the inspection and took account of their views. n The inspector completed a learning walk with the childminder, who explained about her curriculum.

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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

25 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

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