Neale, Caroline Susan

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 are happy in the company of the kind and caring childminder. She is skilled at supporting their emotional well-being. Children behave well, feel secure and confidently turn to her if they need comfort and support. The childminder gathers information from parents about what their children know and can do when they join the setting. She uses this information effectively to quickly focus on what they need to learn next. However, there is scope to enhance the two-way flow of information. The childminder carefully risk assesses to help her keep children safe. For example, she helps them learn to move safely up and down steps. Children delight in using simple technology. They are excited by resources which light up, play music and move. However, the childminder acknowledges that she could enhance opportunities for children to learn about online safety. Children develop their ability to concentrate and focus for increasing amounts of time. They are

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The provision is good

excited by their learning and the resources they use. The childminder provides a wide range of interesting experiences for children. For example, they go to the beach, enjoy trips on the river and try new foods during a meal at a restaurant.

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need to do better?

n The childminder uses her self-evaluation to focus on how she can consistently improve the service she provides. For example, she has developed her outside space to enhance opportunities for children who prefer to learn outside. She provides a range of easily accessible resources which support all areas of children's learning. n On occasion, the childminder uses technology with older children, for instance to teach them about different religious festivals. However, the childminder does not always identify opportunities to engage children in learning about online safety and secure their understanding of how to ask for help if they need it. n The childminder works with other professionals to support children's development. She uses these partnerships effectively to support children with special educational needs and/or disabilities. n Children benefit from learning about the natural world. For example, they look

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need to do better?

carefully at spiders and their webs, use magnifying glasses to examine snails and worms and explore local green spaces. n Children enjoy opportunities to scoot, slide and climb. The childminder supports children in being physically active. The youngest children are enticed to move as they explore resources located in different parts of the room. Children are encouraged to be independent. n The childminder works closely with parents, for example, to support children's routines and individual needs. She provides support and advice for parents to help them understand, at a deeper level, about how their children develop. However, on occasion, the childminder does not gather as much information as

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need to do better?

20 January 2020 she could about what children do while they are not at her setting. This slightly hinders opportunities to build on the continuity in their learning. n The childminder provides resources which excite and challenge children. For example, the youngest children excitedly explore texture, shape and size as they touch and feel different items in a favourite basket. They practise using their hands and fingers, and they develop their ability to hold and grasp. n Children learn about people whose lives may be different their own. They enjoy regular walks around the local area. Children enjoy visiting local shops and buying different fruits, for example, to try when they return to the setting. They learn about leading a healthy lifestyle. n The childminder carefully teaches children how to be respectful of each other. They learn to play in larger groups of children, for instance, when they attend

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need to do better?

local drop-in groups. Their social skills are supported well. Children develop the skills and confidence they need to move on to the next stage of their education. n The childminder uses a wide vocabulary, books, songs and rhymes to develop children's emerging communication skills. Children spontaneously use their developing language, for example, to express how they feel.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is confident in her understanding of her duty to keep children safe. She knows the signs and symptoms which may give her cause for concern about the welfare of a child in her care. She knows the procedures to follow if she has any concerns. The childminder has made herself aware of how to recognise the indicators that a child might be at risk of being exposed to extreme ideas or behaviours. The childminder ensures the necessary checks have been carried out on all adults living or working on the premises.

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should:

n develop opportunities for children to learn how to keep themselves safe online n enhance strategies to gain even more information from parents about what their children do at home, to support continuity and extend learning even further.

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Setting details

Unique reference number 140306 Local authority Haringey Inspection number 10063357 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 1 Date of previous inspection 13 October 2015

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Information about this early years setting

The childminder registered in 1994 and lives in Crouch End, in the London Borough of Haringey. She operates her service on Monday to Friday from 7.30am to 6pm, for 46 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 inspector carried out a learning walk. The childminder discussed how she uses her premises and resources to support all areas of children's learning. n The inspector viewed a sample of documents used by the childminder, including her safeguarding policy, and accident and medication records. n The childminder discussed how she evaluates her service. She talked about how she forms partnerships with parents. n The inspector observed children as they engaged in a variety of activities. The childminder discussed the learning she intended to support through the activities. n The childminder talked about how she addressed the recommendation made at her last inspection.

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Inspection activities

20 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

20 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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