Childminder EY381048

Overall effectiveness Good

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

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The provision is good

Children feel safe and secure. They settle quickly and are happy and content. The childminder creates a nurturing and friendly environment where children move around the room selecting their own play. Children have formed strong bonds with the childminder, who is caring and kind. They are keen and have a positive attitude towards their learning. Children are well behaved. The childminder has high expectations for them and plans activities that are of interest to the children. For example, the childminder introduces sand and water play to children who enjoy transferring, emptying and filling containers. The childminder has a firm curriculum in place. She builds on children's communication and language skills well. However, at times, she does not use questioning techniques as effectively as she could to further extend children's development.

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The provision is good

The childminder is ambitious and keen to build on the quality of her practice. She has a rigorous training programme in place and is eager to extend her own learning further in areas, such as Montessori practice and special educational needs. The childminder consistently reflects on the quality of her provision and continually builds in improvements and change to improve opportunity for children. She has strong bonds with parents and works in partnership with parents regarding children's care and learning. However, partnerships with other settings children attend are not rigorously embedded in practice to ensure a consistent continuity of children's learning.

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need to do better?

n The childminder uses her good knowledge of the children and their interests to plan an exciting and highly focused curriculum. She monitors their achievements to ensure that they are making good progress across all areas of their development. n Children are happy and confident in the childminder's home. They are curious and engaged in their learning. The childminder follows children's interests with enthusiasm. Children are encouraged to make decisions about what they would like to play with. The childminder joins in with children and talks about their play. She follows their lead and gives children ideas to extend their play further. This supports children's engagement and interests, and enhances their independence effectively. n The childminder has formed close bonds with children. She shows care, consideration and affection, which helps children to settle. The childminder has a flexible settling-in procedure. This follows the needs of individual children and

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need to do better?

allows children to become familiar with her and her home. n The childminder has established effective partnerships with parents. Parents speak very highly of the childminder. They say they feel 'valued' and 'listened to'

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need to do better?

13 January 2020 and enjoy being part of their children's learning. The childminder builds on the learning experiences children have at home and provides detailed communication about children's activities when in her care. However, communication with other settings children attend is not firmly embedded within practice and, as a result, opportunities to further build on children's learning are sometimes missed. n Children are developing very good communication skills for their young ages. The childminder provides a commentary about what they are doing as they play. This gives them the opportunity to develop their vocabulary. Children use words to describe what they are doing or need, such as 'more' and 'empty'. The childminder listens to what they have to say and responds with questions. However, she sometimes does not give children time to think, solve problems and respond, which does not extend their learning as much as possible.

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need to do better?

n Children enjoy, listen attentively and respond to familiar stories, rhymes and songs. The childminder pauses at appropriate times to allow children to point to the pictures and fill in missing words. Children sing songs, use actions and play musical instruments. The childminder supports children's literacy development well. n Children are encouraged to be healthy. The childminder works with parents to promote healthy lunch boxes. She promotes further understanding for children by talking about what they can do for health and well-being, such as attending groups on oral health. n Children enjoy a wide range of experiences which help them to learn about the world around them and different people. For example, children learn about food from other countries as they enjoy breakfast sessions with other childminders and their children. They attend playgroups, visit museums and enjoy walks in the local community and nearby heath.

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need to do better?

n The childminder is exceedingly passionate about the good education she provides to children. She completes mandatory training and also seeks further training to build on her own knowledge and practice. This training has a positive impact on her provision and the variety of activities she provides.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to keep children safe from harm. She knows who to contact and what to do if she has a concern about a child's welfare. The childminder keeps her safeguarding training up to date and is aware of the wider issues of child protection. This helps her to be able to identify additional risks which young children may be subjected to, such as extreme views and behaviours. The childminder completes checks of her home to ensure it is safe and any risks are identified and minimised.

p.3

should:

n strengthen the level of communication with other settings children attend in order to provide a smoother continuity of care and learning n increase opportunities for children to extend their thinking skills and problem solving, especially when using questioning.

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Setting details

Unique reference number EY381048 Local authority Camden Inspection number 10128474 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 1 Total number of places 6 Number of children on roll 2 Date of previous inspection 25 February 2015

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Information about this early years setting

The childminder registered in 2008. She lives in Dartmouth Park in the London Borough of Camden. The childminder works weekdays from 8am until 6pm, throughout the year, except for family and bank holidays. She accepts funding for two-, three- and four-year-old children. The childminder holds an appropriate early years qualification at level 3.

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Inspection activities

n The inspector spoke with the childminder and children at appropriate times throughout the inspection. n The childminder and the inspector completed a learning walk through the areas of the home used for childminding. They considered how the early years provision and the curriculum are organised. n The inspector observed the quality of teaching during activities and jointly assessed with the childminder the impact this has on children's learning. n The inspector viewed a sample of documentation, including records relating to children, safeguarding procedures and the written views of parents.

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Inspection activities

13 January 2020 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

13 January 2020 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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