Childminder EY355347

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

p.1

The provision is good

Children are excited to come to the childminder's home. They form secure attachments with the childminder. Children are confident and enjoy her company, often seeking her attention. The childminder's interactions are warm, with smiles and eye contact. She reads children's emotions well, so she knows what they want and need. The childminder regularly reassures and comforts children.

p.2

The provision is good

The childminder has a good understanding of how children learn. She plans engaging activities that build on children's prior knowledge and skills. The childminder role models play effectively. She shows children how to roll and flatten play dough using a rolling pin. Children copy her actions while using words, such as 'rolling' and 'ball'. She encourages children to learn new vocabulary and use it in the right context. The childminder extends children's play by adding resources, such as dolls, bowls and spoons. This helps children to use their imaginations, use key vocabulary and strengthen their fine motor skills.

p.2

The provision is good

The childminder encourages children to make changes and corrections during their learning. For example, when children struggle connecting puzzle pieces, they say 'Oh dear', and the childminder smiles and asks them to try again. This develops children's resilience and helps to build their self-esteem and confidence in their own abilities.

p.2

need to do better?

n The childminder gathers detailed information from parents and carers when children start at her setting. This includes information about children's dietary needs, routines and home languages. She uses ongoing dialogues with parents to enable her to adapt care and learning experiences for children. As a result, children settle quickly and can express their needs with confidence. n The childminder prioritises children's social skills. Children benefit from purposeful outings in the local community. For instance, they attend local toddler activity groups. Children meet different people and make new friends. The childminder uses these experiences to help children to learn to take turns and share with other children. n The childminder promotes active lifestyles through everyday routines and experiences. The childminder takes children to the local park regularly, where they run, climb and jump. She plays ball games with children to develop their

p.2

need to do better?

throwing and catching skills. Children gain good physical skills. n Although the childminder supports children to follow mealtime routines, she does not fully establish these. Children develop self-care and independence skills at mealtimes, such as washing their hands and self-feeding. However, children do not consistently sit at the table and sometimes play with toys while eating. This

p.2

need to do better?

23 September 2025 does not support children to develop their social skills and good eating habits. n Parents praise the childminder's good communication and regular feedback. They see the progress their children make and how much they coming to the childminder's home. Parents value the benefits of younger children learning alongside older children. Parent partnerships are good. n The childminder knows children well. She assesses their progress, identifies gaps in their learning and plans their next steps in development. The childminder identifies areas where parents need extra help to support their children. However, she does not signpost them to further guidance, such as with toilet training or weaning older children off bottles and dummies. n The childminder supports children who speak English as an additional language well. She uses simple language and repeats key vocabulary. The childminder provides a running commentary to build their understanding. For example, when

p.2

need to do better?

children roll a car under furniture, she asks open-ended questions, such as 'Where has the car gone?' and 'Where is the car?' n The childminder offers praise and encourages children to follow rules. To support younger children with their behaviour, she uses clear instructions. The childminder reminds children of the rules and quicky distracts children to different play. With older children, the childminder checks their understanding of the rules. This helps children to show respect towards each other, listening to each other and using kind words.

p.3

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.

p.3

should:

n strengthen mealtime routines to help children to develop good habits and positive social skills, such as by encouraging children to sit at the table and focus on eating n develop strategies to provide parents with practical advice and guidance when additional support is needed, so they can help their children further at home.

p.3

Setting details

Unique reference number EY355347 Local authority Havering Inspection number 10407377 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 7 January 2020

p.4

Information about this early years setting

The childminder registered in 2007 and lives in Hornchurch, in the London Borough of Havering. The childminder operates all year round, from 8am to 6pm, Monday to Friday.

p.4

Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the quality of education being provided and assessed the impact on children's learning. 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 Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the interactions between the childminder and children.

p.4

Inspection activities

23 September 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.

p.4

Inspection activities

23 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6