Childminder in Islington

Inspection date 24 April 2019 Previous inspection date 12 December 2016

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The childminder supports and works well with her assistants. She values her own professional development and evaluates her assistants' practice regularly and effectively. She also shares her teaching and observation skills with them to ensure there is a consistent approach to support children's individual progress. n The childminder uses her observations and assessments well to plan age-appropriate activities and to plan for children's next steps in development effectively. n The childminder and her assistants are nurturing and friendly, and children form close bonds with them. This is evident with new infants settling in their care. Children are happy and safe in their care. n Children behave very well and develop positive attitudes towards others in the wider community. The childminder and her assistants are good role models. They encourage children to be confident, independent and motivated to learn.

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This provision is good

n The childminder establishes good partnerships with other settings and professionals. This helps support continuity of care and learning when children make the transition to playgroup or school. n The childminder addresses self-evaluation and professional development generally well. For example, she accesses training and information provided by her local authority, and meets regularly with her network of childminders to exchange relevant practice matters to bring improvements in the service she offers to children. n Outdoor activities are mainly based around promoting children's physical development. They do not always give children the chance to develop their skills in other areas of learning. n Parents receive general information about their child's progress regularly. However, the systems are not thorough to ensure parents are updated periodically about the progress being achieved and how to support their child's next steps in the home, and

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This provision is good

to be given regular opportunities to provide their feedback.

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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

n enhance the learning opportunities outdoors to ensure that all areas of learning are always promoted n share detailed information with parents more consistently about their children's learning and progress and how best they can support the next steps in the home, and use these opportunities to involve parents in the self-evaluation process.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n The inspector and the childminder evaluated activities together, and discussed self- evaluation and the impact this has on children's outcomes. n The inspector looked at documentation, such as polices in relation to the exclusion of sick children, complaints, risk assessments, and the suitability of those caring for children. n The inspector took account of parents' views.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder knows how to identify any concerns that may alert her to a child's welfare being at risk. She has a clear policy and literature for her and her assistants to follow to contact relevant agencies. Positive action taken since the last inspection has enhanced children's learning, self-help and independence skills. The childminder carries out through risk assessments to reduce any danger to children to keep them safe, including when undertaking any repairs to her home or when taking children out in the community. The childminder supports her assistants to deliver good care and education to children. For example, they, like her, attend training that supports children's welfare. Parents' feedback at inspection was full of praise for how well children settle, the professional approach of the childminder and her assistants, and the range of activities offered to children.

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Quality of teaching, learning and assessment is good

The childminder provides children with a good range of stimulating experiences to enable them to make good progress. She and her assistants provide a good balance of adult-led and child-initiated activities which support children's development. Children freely make additional choices in their play to extend on activities they are engaged in from easy-to-access storage. The childminder monitors the progress the children make and identifies any gaps in their learning. She plans activities to reflect their abilities and needs. This is evident when she adapts activities quickly to allow all ages and abilities to participate. The childminder and her assistants model language effectively, ask questions that encourage children from a young age to respond, and hold engaging discussions to support children's communication skills further.

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Personal development, behaviour and welfare are good

Children gain an effective understanding of how to live a healthy lifestyle, For example, they enjoy exploring the environment at the local nature park and have access to healthy food throughout the day. Children know about good hygiene practices as they learn to attend to their personal needs. The childminder teaches children about safety, such as road safety. Children learn to take risks safely under her supervision. For example, they are confident to climb and walk along the long benches in the nature park. The childminder skilfully helps children to gain a good awareness of their own identity and that of others in the community. For example, she displays children's family tree and supports children who are learning English as an additional language.

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Outcomes for children are good

Children make good progress in their learning and development to help them make the move to school. Many children excel in their language development for their age. They enjoy looking at books and being read to. Children concentrate and follow instructions well, for example to help clear away toys. Young infants learn about early problem- solving, for example, as they fill and empty containers. Children are engaged to practise their early writing skills, such as using wipe boards. They develop strong social skills. For example, they attend a range of community groups regularly where they engage with other children and adults.

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Setting details

Unique reference number EY455281 Local authority Islington Inspection number 10102354 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 3 Total number of places 18 Number of children on roll 9 Date of previous inspection 12 December 2016

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Registers

The childminder registered in 2013. She lives in the Finsbury Park area in the London Borough of Islington. The childminder operates her service Monday to Friday, throughout most of the year, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3. She works with two assistants.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

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Registers

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Registers

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Registers

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