Rahima Begum

Inspection date

Previous inspection date 25 April 2018 10 July 2014

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

 Good relationships between the childminder and the children ensure children are emotionally secure while in her care. For example, the childminder implements a gradual settling-in process to support the well-being of each child.  Children have access to a broad range of activities. They make good progress in all areas of their development. The childminder monitors their ongoing development and plans for their next steps in learning.  The childminder informs parents regularly about their children's developmental progress, including sharing required assessments. She has a positive approach to working in partnership with other professionals.  The childminder has a positive approach to making improvements to the service she provides for children. For example, she has met her previous recommendation to bring about a broader range of learning experiences for children.  The childminder effectively teaches children about behaviour expectations and to be

p.1

This provision is good

respectful of others. Therefore children behave well.

p.1

It is not yet outstanding because:

 Occasionally, the childminder does not give children sufficient time to respond to questions.  At times, routine activities are not organised to be sociable and learning experiences, such as mealtimes.

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

 give children sufficient time to follow their own thinking and responses  review the organisation of mealtimes to further build on children's existing good social and learning skills.

p.2

Inspection activities

 The inspector spoke to the childminder and children at appropriate times.  The inspector observed the childminder's interaction with the children, and her teaching skills.  The inspector and the childminder jointly observed children as they engaged in activities indoors and outdoors.  The inspector looked at a range of children's records, policies and procedures shared with parents, and suitability records.  The inspector looked at a range of written feedback from parents.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of safeguarding procedures to follow should she have concerns about a child's welfare. The childminder undertakes regular risk assessments to identify and address any potential risks to children. The childminder strives to make improvements in the service she provides. For example, she welcomes the regular support of her local authority to keep her knowledge updated with any relevant changes or address any weaknesses in her service. Parental feedback is highly positive about the service the childminder provides, and the childminder is proactive to meet any suggestions made by parents. For example, the introduction of a diary system for exchange of information. The childminder assesses and monitors children's development and progress well from the time they start.

p.3

Quality of teaching, learning and assessment is good

The childminder follows children's interests and guides them successfully as they learn through play. She plans a variety of activities to support their learning in all areas of their development. All children benefit from the positive interaction of the childminder. For example, they play well together to develop an interest in early reading and writing skills. Children make choices about what they want to play with well. Older children are focused and engage for long periods in activities they select. For example, they spend considerable time modelling and rolling out play dough, creating shapes, and using scissors and cutters. Young toddlers enjoy the creative and tactile play offered to them. For example, they enjoy painting with sponges, and filling and emptying containers with water and sand.

p.3

Personal development, behaviour and welfare are good

The childminder provides a warm and welcoming environment, and children appear very happy in her care. Children have opportunities to engage in physical activities daily, for example, by using the garden and outdoor community spaces. Children receive a healthy range of food for snacks and meals. Furthermore, they engage in cooking activities, such as making play dough or pancakes. Children learn to socialise with other children and build friendships, such as through attending local groups. Children learn about different festivals and have good opportunities through play resources to learn about differences in others.

p.3

Outcomes for children are good

The childminder supports children effectively so that they make good progress from when they start and are ready for their move on to nursery or school. Children engage in good opportunities to develop skills for early writing, early mathematics, be independent in self- care and develop confidence to socialise with others.

p.3

Setting details

Unique reference number EY269193 Local authority Waltham Forest Inspection number 1070542 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 6 Number of children on roll 2

p.4

Name of registered person

Date of previous inspection 10 July 2014

p.4

Telephone number

The childminder registered in 2003. She lives in Forest Gate in the London Borough of Waltham Forest. The childminder minds children Monday to Friday, 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