Childminder EY548231

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 applicable

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The provision is good

Children are happy, safe and secure with the childminder. They benefit from a close bond with the childminder that supports their care and development effectively. The childminder uses her detailed knowledge of each child to plan for their individual progress. This is based on information from parents and her own regular observation and assessment of children. This information is shared with parents and any other early years settings that children attend. Parents are positive about the childminder, although limited use is made of parental feedback to inform the childminder's self-evaluation. Children behave and play together well. The childminder uses good techniques to help children to share and take turns. Children learn about the world around them in exciting ways. For example, they attend 'stay, play and learn' activities in the local community at least twice a week. They also attend farms and community events. This enhances children's opportunities to

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The provision is good

socialise and learn about diversity and their wider community. As part of her own professional development, the childminder also values meeting with and observing other childminders at these activities. The childminder encourages children's independence and supports them to manage their own health and self-care. For example, older children attend to toileting needs themselves and wash and dry their hands. All children demonstrate secure knowledge about washing and drying their hands at mealtimes and when they get dirty or sticky.

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need to do better?

n Settling-in procedures are effective. This process is undertaken jointly with parents to support the children's transition into the childminder's home. Parents actively contribute to the development of a precise and comprehensive assessment of children's starting points across all areas of learning. This helps the childminder to meet children's individual needs from the beginning. It also contributes to children settling very quickly and forming strong attachments to the childminder. n Children demonstrate a strong sense of belonging in the childminder's home and are motivated to learn. Children have good levels of concentration and enjoy what they achieve. For instance, they relish the praise of the childminder for a job well done, such as flattening a cupcake holder, identifying colours correctly and eating all of their healthy snacks. Children also enjoy the opportunity to talk about their favourite foods with visitors. Children are well prepared for their next

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need to do better?

stages of learning. n The childminder demonstrates good understanding of how to support and extend children's progress. The childminder engages well with children, exploring ideas through imaginative play and helping children to achieve their goals. For example, children had the opportunity to learn about Remembrance Day through activities including arts, crafts, storytelling and a cartoon video. The

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need to do better?

11 November 2019 childminder planned these activities effectively to support the development of both older and younger children. For example, the childminder used expert questioning to engage older children in conversation to extend their communication and language skills. With younger children, the childminder focused on them choosing ways to create poppies and grow more confident in handling different sticky materials. The childminder also effectively wove in the promotion of British values throughout these activities. n The childminder supports children effectively to manage their feelings and sets clear boundaries to teach them right from wrong. For example, children learn about the importance of taking responsibility and saying sorry for any discomfort they cause others. The childminder values each child highly as an individual and treats them with care and respect. Children respond to the childminder's gentle

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need to do better?

and encouraging approach to support positive behaviour. n Children have daily opportunities to go outdoors, be active and get fresh air. The outdoor spaces provide lots of opportunities for children's physical development, including promoting their understanding of nature and season changes. For example, children enjoy opportunities to plant seeds and watch their growth. Children are especially excited by the trampoline but understand that when there is rain, it is not safe for them to use; on this occasion, they very much enjoyed making and chasing bubbles instead, often laughing as they did so. n The childminder demonstrates a commitment to ongoing professional improvement. This includes weekly childminder network events that provide opportunities for information sharing. However, while she does take up opportunities to develop her knowledge by undertaking web-based research, less emphasis is given to reflection about how her own teaching practice can

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need to do better?

develop to the highest level. Additionally, in evaluating the quality of provision, limited use is made of parental feedback to develop the setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of how to keep children safe. For example, she is aware of the procedures to report any concerns and allegations to the relevant authorities. The childminder has undertaken recent training about different thresholds for supporting children in need of help and how this support can be accessed. The childminder is knowledgeable about the signs and symptoms of potential child welfare and safeguarding concerns. The childminder completes regular risk assessments of all indoor and outdoor environments. She helps children understand how to keep themselves safe. For instance, children participate in fire drills and understand the importance of appropriate clothing in cold and wet weather.

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should:

11 November 2019 n develop processes to obtain parental feedback to inform evaluation and service development n undertake more targeted professional development to develop teaching quality to the highest level.

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Setting details

Unique reference number EY548231 Local authority London Borough of Waltham Forest Inspection number 10126889 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 2 to 6 Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder was registered in 2017. She lives in Upper Walthamstow in the London Borough of Waltham Forest. The childminder operates Monday to Friday from 7.30am to 6pm during term time.

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Inspection activities

n The inspector and childminder completed a learning walk of the indoor and outdoor environments to understand how the early years provision and curriculum are organised. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning and progression. n The childminder and inspector conducted a joint observation of a craft activity. n The inspector held discussions with the childminder and children at appropriate times during the inspection. n The inspector sampled some documentation, including the training and suitability records.

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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.

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Inspection activities

11 November 2019 11 November 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

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