Childminder EY284530

Inspection date

Previous inspection date 7 September 2017 16 March 2015

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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 uses the information from her observations and assessments of children's learning. She plans a range of activities that supports children's interests and development.  Children build secure relationships with the childminder. This helps them to feel emotionally secure. Children are very happy and settled in a homely and nurturing environment.  Partnerships with parents are well established and positive. This helps to ensure that the childminder understands children's individual routines and needs, and provides for them effectively.  The childminder is a good role model. Children respond positively to her and others, and behave well. She meets their emotional and physical needs well and children are confident and eager learners.  The childminder ensures her provision is well organised and well resourced. She develops her professional practice well. For example, she refers to childcare forums to

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It is not yet outstanding because:

 Occasionally, adult-led activities do not provide younger children with opportunities to be actively engaged.  Although the childminder assesses children's learning and development effectively, the timing of reviewing progress with parents is not fully embedded.

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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

 provide even more opportunities for younger children to be actively involved in adult- led activities  review the timing of the progress check for children aged between two and three years.

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Inspection activities

 The inspector viewed areas of the childminder's home used for childminding.  The inspector held discussions with the childminder and children throughout the inspection.  The inspector jointly observed children during free play and routine activities, and observed the teaching skills of the childminder.  The inspector took account of the views of the parents spoken to on the day and from written feedback provided for inspection purpose.  The inspector examined a range of documents. These included policies and procedures shared with parents, evidence of suitability checks, children's developmental records, and daily diaries shared with parents.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of the procedures to protect a child's welfare. She shows a high regard for children's safety. She encourages children to manage their risks to keep themselves safe in their environment. The childminder monitors children's individual progress very well. She is proactive in providing tailored activities that help children make good progress in learning. The childminder regularly explores childcare forums on the internet to help extend her knowledge and skills. She seeks the views of parents to reflect on the quality of her own provision. Parental feedback reflects a highly praised service provided to both children and their parents.

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Quality of teaching, learning and assessment is good

The childminder supports children's learning and development well. She engages well with children. They are motivated to learn and eager on arrival as they quickly settle into play set out for them. The childminder organises play to reflect children's interests and individual development. She extends children's learning during activities. For example, she introduces new words and supports new vocabulary with younger children consistently. Children enjoy using resources, for example grading cups, to help develop their mathematical skills. They confidently learn to count and recognise colours. Younger children enjoy making their own choices. They are keen to explore the sounds that different toys make, for example the toy phones and musical books. These resources encourage younger children to explore different forms of technology and learn how to operate different functions.

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Personal development, behaviour and welfare are good

The kind and caring childminder develops secure emotional attachments with children in her care. Children enjoy their time with her and new children are supported very well through a gradual and well planned settling-in period. Children enjoy the responsibility of carrying out tasks for themselves to develop independence. They begin to manage their own risks, for example toddlers learn to climb the stairs alongside the childminder. Children's moves on to other settings are carefully planned for as the childminder shares children's care and learning needs effectively. The childminder ensures that children are well nourished during their time with her, and they enjoy daily opportunities to go outdoors.

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Outcomes for children are good

Children are happy and settled in this inclusive setting. They play together well and develop good social skills. Children develop skills, such as self-confidence, independence and early writing opportunities. They help with clearing away toys and learn to share. This helps to prepare them well for their next stages in learning, including school.

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Setting details

Unique reference number EY284530 Local authority Haringey Inspection number 1091969 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 5 Number of children on roll 3

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Name of registered person

Date of previous inspection 16 March 2015

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Telephone number

The childminder registered in 2004. She lives Tottenham, in the London Borough of Haringey. The childminder works Monday to Friday, throughout most of the year.

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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

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

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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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