Childminder EY454858

Inspection date

Previous inspection date 24 November 2016 17 June 2013

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder has a secure knowledge and understanding of the safeguarding and welfare requirements. She uses her procedures to support children's care needs effectively.  The childminder offers children a broad range of purposeful learning experiences that are tailored to their individual needs. Children make good progress from their initial starting points.  Children have easy and safe access to a variety of resources and activities. They choose what they want to play with to extend their own play and learning.  The childminder is attentive, caring and playful with the children. They enjoy being in her company and respond well to her encouraging interactions with them.  The childminder works well with parents. She keeps them well informed about their children's general well-being and engages them in their children's learning.  The childminder has effective systems in place to evaluate the effectiveness of the

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This provision is good

provision, and she uses the views of parents and her assistant to make improvements.

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It is not yet outstanding because:

 On occasions, the childminder is not successful in helping children to understand fully the importance of good hygiene, to raise their awareness of how to stay healthy.  At times, the childminder misses opportunities to extend children's understanding of diversity further, for example, the use of different home languages.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 increase opportunities for children to strengthen their understanding of the importance of following good hygiene practices  extend opportunities to build on children's understanding of diversity.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times.  The inspector observed the childminder's interaction with the children and the quality of teaching during activities.  The inspector examined a range of documentation, including the childminder's self- evaluation report, children's assessment records, the register of attendance and the childminder's and her assistant's qualification and training certificates.  The inspector read parents' written feedback and took account of their views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder carries out regular risk assessments indoors and outdoors to reduce hazards to children. She has a secure knowledge of child protection issues and knows how to proceed if she has concerns that a child may be at risk of harm. The childminder welcomes the support she receives from early years advisers and undertakes training courses to develop her knowledge and childcare skills. The childminder works closely with her assistant to help him understand his role. For example, she holds regular supervision meetings to develop the quality of their work with children. The childminder has successfully addressed the recommendation set at the last inspection; for instance, children show their enjoyment of stories and their ability to make up storylines. The childminder establishes good relationships with the other settings that children attend to fully support consistency in children's learning and development.

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Quality of teaching, learning and assessment is good

The childminder regularly observes children's abilities and monitors their ongoing progress to identify any gaps in their learning and to plan activities to progress them further. She supports children's language development effectively. For example, she models language that she wants children to grasp. She asks different questions and provides new vocabulary to extend children's thinking and learning further. The childminder actively supports children's early mathematical skills. For example, when children listen to their favourite story, she asks them to count objects and compare different sized bowls. She reinforces their understanding of mathematical language, such as when describing where to put things. There are regular opportunities for children to express their creativity and imagination.

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Personal development, behaviour and welfare are good

The childminder works closely with parents to support new children, such as through flexible settling-in sessions. Children settle quickly and they feel safe and secure in the setting. Children learn to behave well and how to keep themselves safe in their play. Overall, the childminder establishes daily routines well, so children can play in a clean environment. Children enjoy varied and nutritious meals. They have daily outdoor experiences that enhance their physical well-being. For example, they play in the garden and like to visit local parks.

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Outcomes for children are good

Children make good progress in their learning and development. For example, older children learn to recognise their names and know the letters of the alphabet, while younger children begin to give meaning to the marks they make. All children are well prepared for the next stage in their learning, including moving on to school.

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Setting details

Unique reference number EY454858 Local authority Waltham Forest Inspection number 1063109 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 17 June 2013

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Telephone number

The childminder registered in 2012. She lives in Walthamstow, in the London Borough of Waltham Forest. She regularly works with an assistant. The childminder provides care during weekdays and she operates all year round, except for bank holidays.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 .

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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