Childminder in Enfield

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are excited by their play and learning. They are curious and keen to explore. For example, they gasp with delight as they look for, then find, balls which have rolled out of view. Children thrive in the calm and warm atmosphere the childminder creates. The childminder supports children's social skills. Children learn to take turns and follow simple rules in the games they play. They settle quickly, are confident and happy. The childminder has built on opportunities for children to learn about technology. However, she does not provide children with information on how to obtain help or support if they have concerns arising from using it. Younger children benefit from well-planned activities which provide them with the skills they need to support the next stage in their learning. For example, the childminder carefully plans how to build on children's physical skills to enable them to develop strength in their fingers in preparation for their early writing. Older

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The provision is good

children use their developing literacy as they explore information in the wide variety of easily accessible books. Children are interested in information posters which are displayed around the setting, leading, for example, to conversations about how they can eat less sugar.

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need to do better?

n The childminder consistently reflects on the service she provides. She regularly identifies opportunities to build on her professional skills and uses her learning effectively. For example, she has developed how she plans activities to focus more precisely on children's immediate interests. n Children benefit from interesting opportunities to learn about the local area, and the wider city in which they live. They enjoy trips to local museums, using public transport and going to the theatre. Children have access to a broad range of experiences which help prepare them for their future learning. n During activities, children focus intently and become absorbed in their learning. They learn to concentrate for longer periods. For example, younger children listen to a favourite story and indicate confidently that they want to hear it again. The childminder uses a rich vocabulary with children of all ages and uses

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need to do better?

songs and rhymes effectively to support children's developing language skills. n The childminder builds good partnerships with parents. She supports them in extending their children's learning at home. For instance, she has provided them with ideas about how to build on their children's favourite activities and ensures a good two-way flow of information. The childminder has provided parents with information about online safety, but has not identified how she will reinforce this within her setting to secure children's understanding of how they can keep themselves safe when using technology. n Children enjoy a wide range of well-planned activities that support all areas of learning. The childminder quickly finds out what children like to do, and uses this

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need to do better?

19 September 2019 information to design activities which challenge and excite them. For example, children smile delightedly during messy play and develop their problem-solving skills as they pour, stir and measure. Mathematical learning is supported effectively. For example, shapes and counting are incorporated into many of the activities children take part in. Younger children concentrate in filling containers with balls, and older children excitedly build towers taller than themselves. n The childminder focuses carefully on nurturing children's emotional well-being. Children quickly form a strong bond with her. They confidently seek comfort and support, if needed. Children behave well and are ready to learn. They learn to play in larger groups of children during visits to local drop-in groups. n Resources are varied, interesting and easily accessed by children, who are supported in making choices. Children are encouraged to become independent

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need to do better?

learners who direct their own play. The childminder models the new skills children need to learn. Children develop persistence as they practise these new skills and gain satisfaction from their achievements. n Children benefit from the strong partnerships the childminder develops with other professionals. This particularly supports children with special educational needs and/or disabilities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has made herself aware of how to identify children who may be at risk of exposure to extreme ideas or behaviours. She understands the signs which may cause her concern about the welfare of a child in her care. She knows the procedure to follow if she has any concerns. The childminder understands which organisations she needs to contact if she makes a referral, including Ofsted. All adults living on the premises have undergone suitability checks.

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should:

n develop ways to support children in learning how to keep themselves safe online.

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Setting details

Unique reference number EY475525 Local authority Enfield Inspection number 10062885 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 to 8 Total number of places 6 Number of children on roll 5 Date of previous inspection 4 July 2016

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Information about this early years setting

The childminder registered in 2014. She lives in the London Borough of Enfield. The childminder operates her service Monday to Friday, from 7.30am to 6.30pm, during term times. The childminder holds a relevant early years qualification at level 6 and early years professional status.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she uses her space and resources to support all areas of learning. n The inspector observed children as they were engaged in a variety of activities and discussed with the childminder what she intended children to learn. n The inspector looked at a sample of documentation, including the childminder's safeguarding policy, first-aid certificate and documents relating to the suitability of all adults living on the premises. n The childminder discussed how she met the action and recommendation made at the last inspection. n A discussion was held about how the childminder reflects on her practice and the links she makes with parents.

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Inspection activities

19 September 2019 We carried out this inspection 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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Inspection activities

19 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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