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

The childminder creates a relaxed and inviting environment which reflects children's interests. Children are happy, safe and form close bonds with the childminder and their peers. This helps them to develop good social skills. The childminder is a strong role model and children learn to behave well. They listen to her instructions and show respect for her home.

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The provision is good

The childminder supports children to become independent. Children learn to wash their hands before snack time and choose games they would like to play with. Overall, the childminder has high expectations of all children and helps them to make good progress, which complements what they are learning at school. The childminder supports children's play generally well. She interacts and offers her thoughts to extend their ideas. However, at times, she misses opportunities to give children time to think and respond to questions and make the most of all opportunities to further develop their mathematical skills. Children enjoy exploring a variety of natural resources and being creative. For example, while learning about hibernation, children decorate their pictures using glue to stick coloured leaves all over their hedgehog.

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need to do better?

n Children's behaviour is good. The childminder is calm, positive and consistent in her approach and treats children with respect. She uses every opportunity to praise and recognise children's efforts. This helps to support children's self- esteem. n Children follow good hygiene practices. For instance, the childminder reminds children when they cough to cover their mouths and wash their hands before mealtimes. Children learn to be confident and carry out age-appropriate tasks independently. They learn to manage their personal care needs, including dressing and feeding themselves and using the toilet. n The childminder promotes children's understanding of the natural world well. She talks to them about what they can see and feel during activities. For instance, indoors, children bury toy Arctic animals in pretend snow as they learn about hibernation. The childminder extends these opportunities so that children

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need to do better?

can further explore nature and seasons as they play outdoors. For instance, they plant and dig, play in the mud kitchen, use play cement mixers and explore minibeasts and birds in the garden. n The childminder has a wide range of stimulating activities in her garden that support children to develop their physical and early literacy skills. Children's physical health is supported well as they enjoy many opportunities to play outside and develop appropriate social skills. The childminder plans exciting visits to places such as local playgroups, the zoo, and 'Duck land' to feed the

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need to do better?

15 January 2020 ducks and look at house boats near the river. n Children enjoy the close support from the childminder as she interacts with them in their play. In the main, she gives children good opportunities to extend their language as she engages them in appropriate conversations. She repeats words, introduces a commentary on what children are doing and asks them appropriate questions. However, on occasion, she misses opportunities to give children time to respond and process their own ideas and thoughts. n Children benefit from a broad curriculum. Overall, the childminder has high expectations for children and assesses their development consistently to ensure they make good progress. Activities are generally planned well to support children's next steps and these are shared with parents. n Partnerships with parents are strong. For example, the childminder completes daily diaries and has regular face-to-face conversations to discuss children's

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need to do better?

progress. In addition, she liaises with other settings that children attend to promote continuity in learning. n Overall, the childminder offers good opportunities for children to develop their early mathematical skills. However, at times, she does not make the most of naturally occurring opportunities to help children to develop new knowledge and practise their skills. n The childminder is passionate and evaluates her practice effectively. She uses information she obtains from parents' feedback. She attends regular training and seeks further opportunities to develop her practice and further her knowledge to build on the good quality of teaching. This helps to improve the outcomes for children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps up to date with changes in child protection legislation. She knows what to do if she has a concern about a child in her care and she understands the procedure to follow if a referral is required. The childminder keeps the children in her care safe and regularly assesses her provision for any potential hazards. The childminder supports children to understand how to keep themselves safe through robust routines and everyday play. For example, children learn how to cross the road safely on daily walks, take part in fire drills and talk about how to call the emergency services in the event of a serious accident.

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should:

n allow children more time to process their own ideas, thoughts and skills to strengthen their development even further n challenge children further and help them build on what they already know and

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should:

15 January 2020 can do to make the best possible progress, especially in mathematics.

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Setting details

Unique reference number EY375269 Local authority Enfield Inspection number 10062872 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 6 Total number of places 6 Number of children on roll 3 Date of previous inspection 7 January 2016

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Information about this early years setting

The childminder registered in 2008 and lives in the London Borough of Enfield. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector looked at relevant documentation, including evidence of the suitability of the adults living on the premises and evidence of the childminder's training and qualifications. n The inspector viewed the areas used for childminding and observed a variety of activities. She carried out an evaluation of an activity with the childminder. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided at the inspection.

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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

15 January 2020 15 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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