Childminder

Childminder

Unique reference number (URN): 2745177 Registered with Ofsted: 22/09/2023 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children, including those with special educational needs and/or disabilities, develop secure knowledge in communication, physical and social skills, making excellent progress from initial settling through to school readiness. Older children confidently and very ably put on their coats and shoes before going outside. Children are articulate talkers and use a range of rich language when communicating with others. Babies greatly enjoy practising their babbling skills, preparing them well for using words. Toddlers wipe their own nose and dispose of tissues appropriately.

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Achievement Strong standard

Children demonstrate physical agility, moving safely around the environments. They run and jump confidently during outdoor play and happily initiate their own play ideas. Children enjoy acting out key characters from well-known stories, helping them to remember previous learning. They learn to recognise risks. For example, during tidy-up time, they know to place any broken toys into a separate container to keep the environment safe.

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Children's welfare and wellbeing Strong standard

The childminder has a flexible settling-in procedure for new children. She carefully gathers essential information from parents and carers about children's needs and interests. The childminder uses the knowledge about each child's likes, dislikes, dietary requirements and key words in their home language for those who speak English as an additional language when planning for children to join her provision. Parents give credit to the childminder for their children going to the setting happily.

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Children's welfare and wellbeing Strong standard

The childminder provides excellent nutritional guidance to parents who are weaning their babies, including advice on age-related appropriate portion sizes. Children enjoy home- cooked meals that reflect cultural diversity, and parents value the wide range of flavours their children experience. Healthy eating is well embedded. At snack time, children enthusiastically ask for fruit. Children confidently wash their hands before meals and at other appropriate times. Older children show increasing independence when putting on their coats and shoes. The childminder teaches children about privacy through clear communication and age-appropriate vocabulary. She is flexible with sleep routines, aligning with home practices for children who are settling in. Babies sleep in cots, while older children rest on mats. Rigorous sleep-monitoring procedures are well embedded to ensure children's safety.

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Curriculum and teaching Strong standard

The childminder uses high-quality interactions to deliver her well-designed and ambitious curriculum. Children are immersed in rich communication and language that meet the needs of each age group. When outdoors, the childminder supports children to listen for sounds, and they excitedly call out 'aeroplane'. The childminder skilfully extends their learning by explaining why the aeroplane cannot be seen on a cloudy day. She carefully considers how she teaches early mathematical concepts to children. For example, she introduces mathematical language, such as 'taller', when using blocks to build towers.

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Expected standard

The childminder provides excellent opportunities for children to develop their physical strength in her well-resourced garden and trips to a local soft-play centre. She takes a flexible approach to planning daily provision, based around the interests and developmental needs of the children attending. Her secure understanding of how children learn enables her to design experiences that help them to meet their next steps in learning.

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Expected standard

In preparation for transition to school, the childminder prepares children well, such as by developing excellent self-care skills, independence in dressing and confidence in following routines. Regular visits to a local nursery's stay-and-play sessions further support a smooth and emotionally secure transition.

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Inclusion Strong standard

The childminder provides consistently high-quality practice that enables children to feel secure, valued and ready to learn as they arrive each morning. Her secure understanding of barriers to children's learning, including for children with additional health needs, ensures support is precisely targeted. The childminder follows a well-structured approach of observing, assessing and planning for children's interests, reviewing progress regularly to maintain a sharp focus on every child. Additional funding is used effectively to provide visual aids and sensory resources that deepen children's engagement.

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Inclusion Strong standard

The childminder works effectively with health professionals, for instance to adapt menus for children with known allergies or specific dietary requirements, ensuring all children receive nutritious meals. Children who speak English as an additional language are exceptionally well supported. By gathering key words from parents and carers, the childminder helps children feel included. Parents speak highly of the rapid progress their children make in acquiring new vocabulary.

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Inclusion Strong standard

Recognising limited outdoor access for many local families, she ensures daily garden time and regular park visits. As a result, children demonstrate high levels of agility and confidence. They also learn about a diverse range of religious festivals, fostering a sense of community and shared identity.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes children's positive behaviour well, offering gentle reminders to play cooperatively with one another. She recognises that turn-taking is a key focus for the group made up of toddlers and older children. She thoughtfully provides group activities, such as passing a ball while using continuous language prompts like 'my turn, your turn'. The childminder recognises that she can make even further improvements to support children to better understand their feelings, including when taking turns.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages a 'can-do' attitude towards children's new experiences. Consequently, children demonstrate emerging resilience and perseverance. For instance, the childminder demonstrates how to throw hoops over cones, and children attempt to follow her instructions. She consistently offers praise for their efforts and calmly repeats, 'try again'. Children develop the tricky skill of persistence.

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Behaviour, attitudes and establishing routines Expected standard

Children routinely tidy up between activities, supported by the childminder singing, 'Everybody tidy up… just like…'. Children hum along as they help. The childminder effectively breaks these tasks into manageable parts by separating toys by size, enabling children of all ages to contribute successfully. She encourages parents to maintain consistent routines for punctuality and regular attendance, helping to establish good habits in preparation for school readiness.

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Leadership and governance Expected standard

The childminder's priorities are shaped by the views of children and parents. She gathers parents' feedback through questionnaires and captures children's voices through daily conversations. The childminder adopts an early intervention approach to identifying any potential additional needs. She works effectively with parents and external professionals to adapt the curriculum and make reasonable adjustments.

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Leadership and governance Expected standard

The childminder keeps her professional knowledge current about the early years and for children with special educational needs and/or disabilities. She skilfully weaves rich language, communication and mathematical concepts into daily routines through songs, books and physical props. Parents receive regular verbal updates and feel involved in setting their child's next steps. The childminder completes the progress check at age 2 in a timely manner and shares with parents. Some of the childminder's work with parents could be sharpened further to ensure that children thrive in all aspects of their development, including at home.

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Leadership and governance Expected standard

The childminder has well-thought-through procedures in place to prepare children for school or nursery. She creates personalised visual transition books to support children's emotional wellbeing for smooth transitions. Parents receive a transition report to share with the new setting, helping to maintain continuity in children's learning and care.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children receive a warm and nurturing welcome, with cuddles offered from staff at the start of the day. They settle quickly and develop a sense of belonging. The childminder is highly proactive in providing early support for children with special educational needs and/or disabilities or those with health needs. She works closely with parents and external professionals to help children make progress from their starting points. Children who speak English as an additional language make excellent progress in developing a wide vocabulary, and parents praise the childminder for the significant improvements in their children's language development.

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What it's like to be a child at this setting

The childminder's child-centred approach to settling new children ensures smooth transitions, with daily communication and feedback with parents. Transitions for older children moving on to nursery or school are equally robust, and children develop secure competence for future learning. Parents receive transition reports to support the settling process. The childminder encourages families to establish consistent routines at home and in the setting, emphasising regular attendance so that all children can fully benefit from learning opportunities.

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What it's like to be a child at this setting

Children enjoy a well-sequenced curriculum that prioritises language and communication, personal, social and emotional development, and physical agility. Children show curiosity for new experiences and an early love of books. Younger children confidently turn pages and engage in early reading behaviours. The childminder promotes positive behaviour by stepping in promptly to help children regulate their emotions and develop empathy. Parents value her advice on weaning and healthy diets.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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About this setting

Local authority: Newham Children access the childminder's garden daily and visit the local community garden to use larger equipment that helps to build core strength. The childminder listens carefully to children's voices through observation and conversation to inform priorities for her setting. Children also learn to keep their environment safe by identifying and separating broken toys during tidy-up time.

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Next steps

The childminder should further strengthen her teaching to support children to understand and manage their feelings and behaviour, including when taking turns. The childminder should sharpen her work even further to ensure that children thrive in all aspects of their development, including at home.

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About this inspection

The inspector spoke with the childminder, children and parents and carers during the inspection.

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About this inspection

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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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