Childminder in Haringey

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not Met (with actions)

p.1

The provision is good

Children feel at home in the setting. They form secure attachments with both the childminder and her assistant. Children greet their carers with a hug. The childminder provides them with toys and resources that spark their interest. Children immerse themselves in their play and take care of their playthings. They share resources and help each other. They enjoy discussing their favourite toys with their friends and familiar adults. The childminder and her assistant support children's good behaviour. They encourage children to consider their friends' feelings and to share their toys.

p.2

The provision is good

The childminder expects children to communicate verbally. Both she and her assistant praise the children when they speak. The childminder encourages children to take notice of everyday sounds. For example, they listened to the mail hitting the door mat and then went and picked up the mail.

p.2

The provision is good

Children wind up toys and play with plastic spanners. This develops the strength and dexterity they will need for writing. Children have access to outdoor activities that encourage running and jumping. Younger children are not always encouraged to engage in active play. Children wash their hands before eating and after using the potty or toilet.

p.2

need to do better?

n The childminder links children's everyday experiences with new ideas. For example, she talks about how boats sail on water before she introduces new words, such as 'sea'. The childminder repeats these ideas as she plays with the children. Children learn to communicate as they hear and repeat new words. They learn verbs and nouns as the childminder describes their actions. n The childminder uses visual aids effectively to support children's early attempts at talking. For example, a chart of fruit and vegetables is displayed at child height. Children communicate what they want to eat while saying the names of the foods shown on the chart. The childminder talks to children about the health values of different foods. n Children hear mathematical language and concepts as they are asked to put toys 'under' or 'in' a buggy. They develop understanding of technology as they play with a range of push-button and wind-up toys.

p.2

need to do better?

n The childminder reflects on her practice and researches ways to improve her setting. She gets ideas for new and interesting activities from various websites. n Children tidy up after themselves. They say which toys they want to keep out and which toys to put away. This helps their problem-solving and decision- making skills. n The childminder asks parents to tell her what children can do when they come

p.2

need to do better?

9 October 2019 into the setting. She observes the children and builds on their skills and knowledge. Parents know what their children are learning. The childminder helps parents to copy their children's experiences at the setting. She plans children's toilet training with parents. Children use the potty at home as well as while with the childminder. This supports them as they develop independence and physical control. n The childminder teaches her assistant how to keep children safe. She talked to the assistant about the need to remind young children to chew and swallow their food. Children learn to keep themselves safe as they eat. n Children see pictures of people with physical disabilities in picture books. They hear stories from many cultures. Children learn about people's similarities and differences. n The childminder helps her assistant strike a good work-life balance. For example, the childminder gives her assistant time to raise the assistant's own family.

p.2

need to do better?

n The childminder keeps records that focus on children's next steps. She uses these to evaluate her curriculum. The childminder and her assistant talk about children's progress. They make adjustments to activities offered to help children learn as they play. The childminder supports her assistant to develop knowledge of how children learn. n The childminder works with parents to assess what children know and what they need to learn next.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder knows what to do if she suspects that a child is at risk of harm. She and her assistant talk about whistle-blowing procedures and they know how to report concerns to the Local Safeguarding Children Board. Both the childminder and her assistant attend safeguarding training to update their knowledge. Thorough checks are carried out on all who work with the children, to keep them safe. Risk assessments are also in place to secure children's safety. For example, baby gates at the top and bottom of the stairs mean that children cannot access the kitchen area or stairs.

p.3

should:

n raise children's health awareness by teaching them how to keep themselves safe from germs.

p.3

Setting details

Unique reference number EY409163 Local authority Haringey Inspection number 10104608 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 to 6 Total number of places 6 Number of children on roll 5 Date of previous inspection 13 February 2015

p.4

Information about this early years setting

The childminder registered in 2010. She lives in Tottenham area of the London Borough of Haringey and operates for four days a week from 8am to 6.30pm. The childminder holds a relevant early years qualification at level 6. She has one assistant, who is currently training to be a childminder.

p.4

Inspection activities

n The childminder took the inspector on a learning walk around the setting. n The inspector and the childminder conducted a joint observation of an activity carried out by the childminder's assistant. n The inspector observed the childminder and her assistant as they interacted with children. n The inspector sampled documentation, including records of children's development. n The inspector spoke to parents and took their views into account. n The inspector spoke to children and observed them as they played.

p.4

Inspection activities

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.

p.4

Inspection activities

9 October 2019 9 October 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.

p.4

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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