Childminder in Westminster

Inspection date 15 May 2019 Previous inspection date 20 April 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 regularly reviews her practice to identify ways of making further improvements. For example, she has put arrangements in place to extend her professional skills and knowledge even further. n Accurate monitoring of children's progress helps the childminder identify gaps in children's learning. She quickly puts effective strategies in place to help them catch up. This supports children with special educational needs and/or disabilities. The childminder improves children's outcomes. n The childminder builds on children's interests and creates interesting activities which they enjoy. All children make good progress. n Children benefit from the continuity in learning the childminder promotes through her partnerships with parents. Parents says she is supportive and helps them to extend their children's learning at home. n The childminder is warm and caring. Children form strong bonds with her and have

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This provision is good

fun. She skilfully nurtures their emotional well-being and they are happy and settled. n The childminder does not always seek the views of parents as fully as possible when reflecting on how to improve what she does. n On occasion, children are not provided with as much time as they need to think and express their ideas in their own words.

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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 seek the views of parents more actively to take into account their ideas as fully as possible to aid improvement to children's outcomes n provide children with more time to think and express their ideas in their own words to help them make even better progress.

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What the setting needs to do to improve further

n The inspector observed children as they were engaged in a variety of activities and reflected on the impact of teaching with the childminder. n The inspector looked at the rooms and resources used by the childminder. n The inspector discussed with the childminder how she met the recommendations made at the last inspection. n The inspector considered how the childminder reflects on her practice and the links she makes with parents. n The inspector discussed with the childminder the arrangements to observe and assess the children's progress.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder understands the signs and symptoms that may give her cause for concern about the welfare of a child in her care. She knows the procedure to follow is she has any concerns. She has made herself aware of how to identify any children who may be at risk of being exposed to extreme ideas or behaviours. The childminder carries out regular and detailed risk assessments, for example, of when moving up and down stairs with children. She uses this information to help her keep children safe. The childminder works effectively with other professionals to enhance children's learning experiences.

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Quality of teaching, learning and assessment is good

Children enjoy stimulating opportunities to explore the local area and learn about people whose experiences may be different to their own. For example, they see the local fire station, visit shops and explore parks. The childminder constantly observes children and carefully plans what each child needs to learn next. Children's physical well-being is supported. For instance, the youngest children are gently encouraged to stand and enticed to practise their emerging walking. Older children use large play equipment and challenge their growing physical abilities. Children easily access a wide range of books, including those which contain information as well as stories. The childminder constantly devises ways to support children's emerging literacy. For example, they enjoy using puppets to enrich stories.

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Personal development, behaviour and welfare are good

The childminder carefully teaches children the importance of good manners. They learn to understand the impact of their behaviour on others. Children are polite and behave well. The childminder is sensitive to the individual needs of children and they thrive in her care. Children eat nutritious food and learn about leading a healthy lifestyle. For example, they understand when they need to wash their hands and why they do it. Children excitedly help to tidy up and wash the table after activities. They attend local drop-in groups and learn to play in larger groups of children. Children's social skills are enhanced.

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Outcomes for children are good

Children are confident and self-motivated. They enjoy their learning and are excited as they gain new skills. For example, they use their emerging communication and language to describe their toys and make sounds to accompany their play. Children delight in using their mathematical skills to count, think about quantity and begin to draw numbers. The youngest children create their own games and grin with delight, for instance, as they make new sounds with simple instruments. Children rapidly gain the independence skills they need for the next stage in their learning.

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Setting details

Unique reference number EY483283 Local authority Islington Inspection number 10076338 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 - 2 Total number of places 6 Number of children on roll 3 Date of previous inspection 20 April 2016

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Registers

The childminder registered in 2014. She lives in the London Borough of Islington. The childminder operates her service Monday to Friday, from 8am to 6pm, for 48 weeks of the year.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

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Registers

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

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