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 Good

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The provision is good

Children benefit from the warm and welcoming atmosphere which the childminder carefully creates. They enjoy choosing from a wide range of interesting and stimulating resources. For example, children put dolls in a pram, pretend to feed them and then decide to put them to bed. Their imaginative play is supported well. Children explore the properties of magnets and develop the use of their fingers as they pull the magnets off a board and put them back on again. Children become interested in the feel of paint as they move it around on paper. However, there is scope for them to be provided with more time during activities to explore more fully what interests them. The childminder nurtures children's emotional well-being and is kind and gentle. Children behave well and share their resources and space with ease. They form strong bonds with the childminder and each other. While the childminder plans a challenging curriculum for children and has high expectations

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The provision is good

of them, she does not consistently focus sharply on what they need to learn next. The childminder constantly risk assesses inside and outside of her setting. She uses this effectively to quickly identify, and remove, hazards and help her keep children safe.

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need to do better?

n The childminder is experienced and dedicated. Overall, she evaluates her provision and constantly seeks to make improvements. For example, she has enhanced her understanding of how children develop to support and enhance their mathematical learning. n Children learn to understand, and express, their own needs. They confidently communicate when they are tired and want to rest. They can carry out simple acts of self-care and help to get themselves changed and ready for their nap. Children develop skills to support them in the next stage of their education. n Parents provide detailed information about their children and what they know and can do when they join the setting. The childminder talks in depth with them about their children and gains a full picture of their home and family background. She uses this effectively to quickly identify the skills children have already gained. Partnerships with parents are strong. They receive regular

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need to do better?

information about activities to help them extend their children's learning at home. n The childminder provides children with a range of challenging activities that they enjoy, but does not consistently provide them with the time they need to become fully absorbed and concentrate for longer periods of time. n The childminder uses a rich vocabulary and provides a wide range of books for children to explore. She uses props to enrich story time. Children are excited by books and spontaneously practise new words they have gained from favourite stories. Books reflect diversity and provide children with information about, for

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need to do better?

8 November 2019 example, different religious festivals and ways of life. n The childminder carefully observes children and uses this information to build on their learning. However, on occasion, her planning does not clearly identify individual steps children need to take to progress towards the overall goals she has identified for them. n Children regularly attend local drop-in groups. They learn to play in larger groups of children. Their social skills are supported. Children enjoy regular walks and explore the local area and community. They learn about people whose lives are different to their own. Children explore local green spaces and learn about the natural world as they collect leaves and use them in their play. n The childminder seeks out different ways of enhancing her professional skills. For example, she carries out research and attends training courses. She uses her learning effectively, for instance to support children learning to speak English as

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need to do better?

an additional language. n The childminder emphasises children's physical health and well-being. For instance, children enjoy eating appetising and nutritious meals and happily try new flavours and textures. They excitedly bounce, wriggle and dance when they hear music and join in the actions to favourite songs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands the signs and symptoms which could cause her concern about a child in her care. She has refreshed her safeguarding training. The childminder has made herself aware of the indicators that a child may be at risk of being exposed to extreme ideas and behaviours. She knows the procedure to follow if she has any concerns. The childminder understands her whistleblowing duty and what to do if she has concerns about the conduct of other professionals.

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should:

n provide more time during adult-led activities for children to follow their immediate interests and help them to develop their focus and concentration skills n focus planning more precisely on what each child needs to learn next to extend their learning.

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Setting details

Unique reference number EY290211 Local authority Haringey Inspection number 10063382 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 to 1 Total number of places 6 Number of children on roll 4 Date of previous inspection 19 July 2016

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Information about this early years setting

The childminder registered in 2004. She lives in Crouch End, in the London Borough of Haringey. She operates her service Monday to Friday, from 8am to 5.30pm, for 48 weeks of the year.

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Inspection activities

n The childminder and inspector carried out a learning walk. The childminder discussed the activities and resources she provides. She talked about how she organises the space within her setting to support children's learning. n The inspector observed children as they were engaged in a variety of activities. The childminder talked about what she intended the children to learn. She talked about how she plans their learning and supports them in gaining the skills they need for the next stage of their education. n The inspector reviewed a sample of documents, including the childminder's safeguarding policy and first-aid certificate. n The childminder explained how she builds her partnerships with parents and evaluates the service she provides. n The inspector discussed with the childminder how she met the recommendations made at her last inspection.

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Inspection activities

8 November 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

8 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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