Childminder in Hackney

Inspection date

Previous inspection date 3 July 2018 9 November 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 has a good understanding of children's individual development. She assesses their achievements well to help plan for them to make progress in their learning. Children make good progress in relation to their starting points.  Successful settling-in processes are used by the childminder to ensure that children's individual care needs are well known prior to them starting. Children build secure relationships with the childminder, who is very caring and attentive of their needs. This helps them feel emotionally secure.  The childminder has a positive approach to inclusion and equality and provides a range of positive experiences and resources. This helps children learn about differences between themselves and others.  The childminder has a professional attitude to her childminding provision and a desire to provide a high-quality service. Parents are very involved from the time of starting

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This provision is good

and in providing feedback to help the childminder make improvements. The childminder ensures she sets realistic targets for improvement and assesses the impact regularly.

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It is not yet outstanding because:

 Occasionally, the childminder does not make use of all opportunities to build on children's existing good counting skills and offer further challenge.  The childminder does not always extend fully her partnership with all early years settings the children attend to further complement children's learning and development.

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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

 extend more opportunities and challenges so that children can further their mathematical learning  build on current methods of communication with other settings that children attend to further complement children's learning, development and care.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector accompanied the childminder on a nursery collection.  The inspector reviewed children's records, a range of documentation, policies and procedures shared with parents, and methods of self-evaluation.  The inspector took account of the written views of parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder is aware of the procedures that she must follow in the event of a concern about a child's safety or welfare. The childminder stays informed of changes in childcare practice. For example, from the training she attends. The childminder assesses and monitors children's progress well. This helps her to identify any gaps in their learning and generally plan well for what they need to learn next. The childminder reflects on her practice and looks for ways to enhance the children's learning and care. For example, since the last inspection she has improved the provision of resources to promote children's early reading skills, and enhance parental engagement in their child's development. All required assessments are undertaken with parental engagement. Parental feedback is full of praise and recognition of the contribution the childminder makes to their child's care and learning.

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Quality of teaching, learning and assessment is good

The childminder knows children's interests and personalities very well. She skilfully enters children's play, enabling them to take the lead yet be supported. The childminder supports children's language skills effectively. For example, she encourages children's involvement whilst they share books and uses home languages well in routine activities. In addition, she uses signing to ensure children are supported in early communication and to meet their individual needs. Children talk excitedly about their previous learning experiences, such as how they learn about flying fish using the childminder's computer. Young infants spend time developing their physical skills, for example, as they explore and operate different functions with cause-and-effect toys.

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Personal development, behaviour and welfare are good

Children behave well. They show kindness to each other and are polite. The childminder supports children's good health and well-being. Children enjoy freshly prepared healthy meals and snacks and are vocal, letting the childminder know what they would like from the menu offered. Outdoor activities feature daily, for example, the children visit the local forest school and local parks. Children learn how to keep themselves safe. For example, older chidlren are very aware of road safety and the dangers of standing on the sofa.

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Outcomes for children are good

Children learn a good range of skills from their starting points to help support their next stage of learning and their move to school. All children's social skills are developing well. Older children have formed strong friendships and show empathy to younger infants. They have opportunities to learn to be independent, such as with dressing to go out and feeding themselves.

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Setting details

Unique reference number EY425591 Local authority Hackney Inspection number 1131244 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 7 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 9 November 2015

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Telephone number

The childminder registered in 2011. The childminder operates her service on weekdays all year round.

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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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