Childminder EY541497

Overall effectiveness Good

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

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The provision is good

Children are happy to attend the setting and they greet the childminder with big smiles when they arrive. They quickly settle to favourite activities and become absorbed in their play. Children behave well. They easily access a range of interesting resources which support all areas of their learning. Children are curious and eager to learn. For example, they explore magnetic numbers and use their developing mathematical skills to count. The childminder then extends children's understanding as she explains about magnets. Children enjoy sharing favourite books with the childminder. However, on occasion, she could provide them with more time to answer her questions. The childminder keeps children safe and now records all information about any accidents that occur. However, there is scope for her to build on aspects of her professional knowledge even further. Children enjoy being physically active. They scoot, jump, and delight in playing basketball. The

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The provision is good

childminder gently supports them in gaining new skills and prepares them for the next stage of their education. For example, children concentrate as they practise using simple tools, learn when to wash their hands, and decide what they need to wear to go out in cold weather.

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need to do better?

n The childminder has used her self-evaluation effectively to fully address the actions set at her last inspection. She observes children carefully and uses this information effectively to assess what children need to learn. Any additional needs, or gaps in children's learning, are quickly identified. The childminder works effectively with other professionals, and parents, to ensure children quickly receive any additional support they need. Children benefit from the continuity in their learning. n Children benefit from activities which build on their interests. For example, they select favourite wooden puzzles and spend an extended period completing them. The childminder extends children's learning as she links the puzzles with favourite songs. Children join in and sing as they complete their puzzle. They gain satisfaction from their activities and congratulate themselves when they successfully put the last piece in its place. The childminder creates a warm and

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need to do better?

inviting atmosphere in her setting. n Using the local area, the childminder provides children with the opportunity to learn about people whose lives may be different to their own. Children use resources which reflect diversity, and the childminder plans opportunities for them to learn about how people speak different languages, for example. n The childminder has developed her professional skills since her last inspection. However, she could build even further on her professional knowledge, for example to support children learning English as an additional language at an even higher level.

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need to do better?

17 January 2020 n Parents provide detailed information when their children join the setting. The childminder uses this to understand children's life at home and create a curriculum tailored specifically to the needs of each individual child. She carefully plans activities which focus sharply on developing the skills and learning they need. n The childminder uses a range of questions to extend children's learning. However, occasionally, she moves on to the next question without providing children with as much time as she could to enable them to think and express their ideas more fully. n The childminder incorporates mathematical learning into a variety of activities and consistently uses mathematical language. For example, she invites children to decide whether they want the 'big' or 'little' chair when they sit at the table. Children use their mathematical learning and developing interest in numbers, for

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need to do better?

instance, as they count the number of pieces they have after cutting fruit. n Children are confident and the childminder supports their emotional well-being. They form a strong bond with her and enjoy her company. The childminder supports children in learning how to manage their own risk and keep themselves safe. For example, children learn when they can run but also develop an awareness of when they need to walk.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her duty to keep children safe. She knows the signs and symptoms which may cause her concern about the welfare of a child in her care. She has clear procedures in place if she has any concerns. The childminder has made herself aware of how to recognise the indicators that a child may be at risk of being exposed to extreme ideas or behaviours. She ensures that the appropriate checks are carried out on all adults living on the premises.

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should:

n build on professional skills and knowledge further to raise the quality of teaching even higher n provide children with more time during activities to think and respond to questions, to extend learning even further.

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Setting details

Unique reference number EY541497 Local authority Camden Inspection number 10114136 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 7 Total number of places 6 Number of children on roll 2 Date of previous inspection 3 June 2019

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Information about this early years setting

The childminder registered in 2017. She lives in the London Borough of Camden. The childminder operates her service from Monday to Saturday, 8am to 6pm, for 50 weeks of the year. The childminder holds a relevant early years qualification at level 3.

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Inspection activities

n The childminder and the inspector carried out a learning walk. The childminder discussed the resources she has and how she uses them to support all areas of children's learning. She talked about how she organises her space and daily routines. n The inspector viewed a sample of the childminder's documents, including her safeguarding policy and her accident, incident and administration of medication records. n The childminder discussed how she evaluates her practice. She talked about how she used this to meet the actions and recommendations made at her last inspection. She discussed how she develops partnerships with parents. n The inspector observed children as they were engaged in a variety of activities, inside and outdoors. She discussed with the childminder how she observes and assesses children's development and identifies any gaps in learning, and the strategies she has put in place to work with other professionals.

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Inspection activities

n The childminder discussed how she creates next steps for children and plans to support this learning.

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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

17 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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