Cannon, Margaret Mary

Inspection date 18 July 2019 Previous inspection date 5 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 takes time to reflect on her practice. She accurately identifies her strengths and considers and acts upon areas for development. The childminder values the views of parents and the local authority adviser. n The childminder provides a safe environment, with plentiful resources to engage young children. She understands the importance of play to build children's confidence and develop social skills. n The childminder is kind and caring and is considerate of the emotional needs of the children in her care. This helps to nurture children's well-being. They have formed strong bonds with her and enjoy the time they spend in her home. n The childminder artfully blends children's home languages into play activities. For example, she asks children to find the animals in the story using their home language. n Children develop independence. Even the youngest children help to tidy up to make room for story time and manage in the bathroom with little support. Children develop

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This provision is good

key skills needed for their next steps in learning and they are well prepared for their eventual move to school. n The childminder supports children's language and communication skills well. She skilfully engages children in conversations about what they are doing, introduces new words and encourages children to share their thoughts and ideas. However, at times, she does not give children enough time to think about their answers to questions and build on their own ideas and thoughts. n The childminder needs to plan a more rigorous approach to her assistant's professional development to support improvements to her practice.

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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 reflect and build on ways questioning is used to support children's thinking skills n review ways in which assistants are supported to strengthen their own practice and learning.

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What the setting needs to do to improve further

n The inspector looked at areas of the childminder's home which she uses for her practice. n The inspector observed the childminder engaged in activities with children. n The inspector carried out a joint observation with the childminder and discussed children's learning. n The inspector looked at a range of documents, including children's records. n The inspector talked to the childminder and children at appropriate times throughout the inspection. n The inspector spoke to and looked at written feedback from parents and took account of their views.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder risk assesses the different environments used by the children at home and on outings. She identifies and makes any necessary changes to help keep children safe and secure. The childminder has a good knowledge of the signs to be concerned about in relation to child protection and the reporting requirements. She ensures that her assistant is safe to work with children and monitors her practice well. The childminder regularly updates her training and knowledge. The childminder and her assistant track children's progress closely. She works with parents well to focus support for children and ensure any gaps in their learning are quickly identified. Parents speak highly of the childminder. They value the 'friendly and flexible environment' she has created and mention her strong settling-in procedures and wide variety of activities and outings.

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Quality of teaching, learning and assessment is good

The childminder uses effective teaching skills. She plans meaningful activities based on her accurate assessments of children's progress and interests. This helps children to engage and concentrate well. For example, children are eager to join in with a water- play activity using utensils to make bubbles. Children are given ample opportunities to be creative and imaginative. They enjoy making up their own role-play ideas as they pretend to be builders and talk about how to use their tools safely. Babies are given space to build on their newly found walking skills and develop their large-muscle skills. The childminder supports children mathematical skills well. For instance, she counts as she builds towers with younger children and older children talk about if their containers are empty or full.

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Personal development, behaviour and welfare are good

Children behave well. The childminder is a good role model who helps children to learn about acceptable behaviour and her expectations. She provides consistent and age- appropriate explanations to help children to develop an understanding of recognising the needs of others and to manage their own emotions. The childminder supports children's good health well. For example, they get daily exercise at local parks or playgroups, enjoy healthy snacks and wash their hands after messy play. Children learn about growth and the natural world. For instance, they are growing carrots and sunflowers on the window ledge and have been learning about life cycles. The childminder supports children well to understand about hazards and how to play safely. For example, children know that the fire at the bottom of the chimney is hot. Children show pride in their achievements and the childminder offers positive reinforcement. She is building their self-esteem and

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Outcomes for children are good

All children make good progress from their different starting points. They are inquisitive and enthusiastic learners. Children listen attentively and follow instructions. Children's early literacy skills are exceedingly well supported. Older children learn about letters which are significant to them and practise writing their own names. Younger children join in with their favourite songs and listen attentively as the childminder reads stories.

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Setting details

Unique reference number EY332032 Local authority Camden Inspection number 10073647 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 1 - 3 Total number of places 6 Number of children on roll 4 Date of previous inspection 5 April 2016

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Registers

The childminder registered in 2006. She lives in Brondesbury in the London Borough of Camden. The childminder provides care for children on weekdays from 7.30am to 6.30pm, throughout the year. The childminder holds an appropriate early years qualification at level 3. She works with an assistant.

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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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