Haque, Maqsuda

Inspection date

Previous inspection date 19 July 2017 14 March 2016

p.1

This inspection: Good 2

Previous inspection: Requires Improvement

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder provides a stimulating, engaging learning environment with high- quality resources. Children make good use of the toys and experiences on offer and are motivated to play and learn.  Children make good progress from their starting points. The childminder monitors children's progress well. She effectively identifies areas where they need extra support and narrows any gaps in children's learning and development.  The childminder and her assistant are kind and caring. They offer praise and lots of encouragement, and help children feel secure in their welcoming home.  The childminder regularly identifies relevant training and support for herself and her assistant. For example, she recently carried out online training to help her effectively monitor and plan activities to support children's speech and language development.

p.1

It is not yet outstanding because:

 At times, the childminder misses opportunities to help children become even more independent in managing their personal needs.  The childminder does not fully support children to use resources to help them develop their early mark-making skills.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 use all opportunities to help children to do more for themselves, to strengthen their independence and to manage their personal needs  increase opportunities for children to explore a broader range of resources to extend their early mark-making skills.

p.2

Inspection activities

 The inspector looked at areas of the premises used for childminding and sampled relevant documentation, including children's records.  The inspector observed children engaged in activities, including their interactions with the childminder and her assistant.  The inspector held discussions with the childminder and her assistant, and spoke with children at appropriate times during the inspection.  The inspector and the childminder jointly observed children at play and evaluated an activity together.  The inspector spoke to parents and reviewed feedback by sampling written documents.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a clear understanding of her role in keeping children safe. She is aware of the procedures to follow if she has any concerns regarding children's welfare. The childminder completes thorough risk assessments to minimise hazards and teaches children how to keep themselves safe successfully. She evaluates her practice well. For example, since her last inspection, the childminder considers the individual needs of children and plans activities that challenge and motivate them. She works closely with parents and provides consistent care and learning for children. Children benefit from a shared approach to their learning.

p.3

Quality of teaching, learning and assessment is good

The childminder is experienced and uses good teaching skills to extend children's learning through their daily activities and routines. Children are fully engaged in purposeful play. The childminder and her assistant promote babies' language and communication skills effectively to help them to become confident talkers. For example, babies enjoy playing with shape sorters and construction bricks. The childminder and her assistant know how to extend babies' vocabulary. For example, they engage in age-appropriate discussions with them and respond well to their babbles, which encourages them to communicate. The childminder promotes younger children's physical skills well. For example, she provides many activities, where babies explore with musical instruments and electronic toys to make sounds, and move their bodies to the music.

p.3

Personal development, behaviour and welfare are good

Children share strong attachments with the childminder and her assistant and settle quickly in their care. The childminder closely follows children's familiar routines and quickly responds to their individual needs. Overall, she helps children to manage some basic skills on their own. For example, she stores toys at low level to encourage children's free choice. The childminder and her assistant teach children well about expected behaviour through gentle, consistent messages and setting clear boundaries. They ensure children develop a positive outlook with regard to being healthy. For example, children thoroughly enjoy play opportunities outdoors.

p.3

Outcomes for children are good

All children make good progress. They show good levels of concentration and persevere well at tasks. Children learn about the wider world and attend a variety of outings, such as to local play centres. This helps them, for example, to develop good social skills and learn to share toys and take turns. Children grow in confidence and gain skills that prepare them well for their next stage in learning.

p.3

Setting details

Unique reference number 160059 Local authority Enfield Inspection number 1084101 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 1 Total number of places 6 Number of children on roll 2

p.4

Name of registered person

Date of previous inspection 14 March 2016

p.4

Telephone number

The childminder registered in 2001. She lives in the London Borough of Enfield. The childminder works with an assistant. She offers full-time and part-time care each weekday from 7am to 7.30pm, throughout most of the year.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

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

p.5