Childminder in Haringey

Inspection date 11 June 2019 Previous inspection date 26 November 2015

p.1

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

p.1

This provision is good

n The childminder is committed to her role and works as a team with her co-workers to provide a family environment of warmth and respect. She welcomes parents' feedback and monitors the changing needs of the children she cares for. This supports continuous improvement. n Children's communication and language development is supported well. For example, the childminder sensitively provides children with the correct pronunciation for words that they use, including for those who hear and speak other languages at home. She engages children in interesting conversation, such as what plants might need to grow, and encourages children to listen to and value the contributions of others. n Children enjoy the time that they spend with the childminder, who is always close by with reassurance and cuddles, as they need. Children demonstrate the confidence to express their preferences and talk about their own experiences. For example, they

p.1

This provision is good

know the sounds that animals make, which they heard on their recent farm visit. n Parents are very happy with the care provided. They said their children flourish in the childminder's care, and benefit from the wide range of experiences that she offers. Parents appreciate her flexible approach to meet the individual needs of their family and, sometimes, variable work commitments. n Although the childminder has good relationships with the other settings that children attend and has, for example, supported young mothers in the community, she does not always share her assessments of children's progress to ensure continuity and progression in their learning and development. n The childminder does not routinely seek out opportunities to enhance her teaching skills and develop her qualifications to the highest level.

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

n share assessments of children's progress, including their next steps for learning, with the other settings the children attend, to extend their development to the highest levels n focus continued professional development on improving staff's qualifications and, thereby, improve the standard of teaching further to achieve the highest possible outcomes for children.

p.2

What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder and her co-workers. n The inspector held a number of discussions with the childminder and her co-workers. She looked at relevant documentation, including safeguarding and evidence of the suitability of persons living in the household. n The inspector spoke to children and their parents during the inspection.

p.2

Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder maintains a secure knowledge of child protection issues. This includes the wider aspects of safeguarding relevant to her location. She knows the correct procedures to follow if she has any concerns about children's welfare. Risk assessments are robust. For example, the childminder vigilantly supervises children as they make regular use of the outdoor, communal garden, enjoying whizzing around in the cars and confidently climbing up and down the slide.

p.3

Quality of teaching, learning and assessment is good

The childminder knows children well and has a good knowledge of the skills they need to develop. She uses effective methods of observation and assessment to support children's continued progress. The childminder notes children's current interests and uses these well to engage them in their learning. She adapts her teaching practice during activities to ensure children of all ages are equally included. The childminder encourages children to take turns and persevere to achieve a set task during planned activities. For example, with guidance, children carefully fill a trough with soil, and plant tomato and strawberry seeds. Older children understand and can retell the story of the caterpillar that ate these foods, and excitedly know the ending. They concentrate as they carefully place their seeds into the holes they have dug out.

p.3

Personal development, behaviour and welfare are good

Children benefit from a stimulating and welcoming environment. They have ample time to consider and make choices about where they want to play. The childminder uses effective settling-in arrangements to help her to develop a strong bond with every child. For example, she gathers detailed information from parents before each child starts, and uses this to help her nurture their well-being. Children are familiar with the daily routines. For example, they know they need to take their shoes off when they come indoors, and help to tidy away some of the toys before they eat. Children learn how relationships work; they demonstrate friendly behaviour and are keen to initiate conversation.

p.3

Outcomes for children are good

All children make at least good progress from their starting points. They are motivated to learn and follow instructions well. Older children excel in mathematics. They show curiosity about number use, and are eager to complete calculations and use the language of size and quantity during discussions, such as when preparing pretend birthday cakes and pizzas. Young children understand complex sentences and develop a wide range of physical skills. For example, outdoors, they maintain their balance as they kick a large ball. Children acquire some of the essential skills for their future learning and are well prepared for their move on to nursery and school.

p.3

Setting details

Unique reference number EY374661 Local authority Haringey Inspection number 10063363 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 3 Total number of places 7 Number of children on roll 7 Date of previous inspection 26 November 2015

p.4

Registers

The childminder registered in 2008. She lives in Tottenham in the London Borough of Haringey. The childminder works on weekdays from 8am to 6pm, throughout most of the year. She holds a early years qualification at level 2 and works with two other registered childminders.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

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

Registers

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

p.5

Registers

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

p.5