Childminder EY264811

Overall effectiveness Good

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

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The provision is good

Children are eager, confident and good communicators. They engage in a range of discussions with each other, the childminder and with visitors. The childminder is very gentle, calm and an excellent role model. Relationships between the childminder and children are warm, trusting and very secure. Consequently, children's behaviour is exemplary. Children's communication and language skills are extremely well supported. For example, during story sessions, children delight in listening and take part in predicting what will happen next in the story. The childminder consistently introduces new words and vocabulary, which she repeats during play and discussions. Children also develop good mathematical skills, as they count the number of ducks they cut out of play dough and then sing linked number songs and rhymes. Children have plenty of opportunities to learn about similarities between themselves and others. For instance, the childminder provides

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The provision is good

resources, including calendars, posters, chopsticks, and fortune cookies to celebrate Chinese New Year, and to develop children's understanding of diverse cultures. Children are confident to ask for help, such as when they find writing their name a challenge. The childminder models what she wants children to learn and steps back in a timely way, which enables them to concentrate and engage fully. Children learn to hold mark-making tools, such as chunky whiteboard pens, and they develop early writing skills effectively. The childminder's teaching is of a good standard and she plans exciting activities to support children's interests. However, at times during planned activities, it is not made clear to the children what they are supposed to be learning.

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need to do better?

n The childminder offers a warm and welcoming environment, and children develop strong bonds with her. She organises her childminding provision well and children enjoy exploring and investigating the environment inside and outside in the garden. The childminder has a good understanding of children's individual needs and she supports their emotional well-being to a high standard. For example, she uses touch and movement to help young children to become aware of their senses and develop their physical skills. Children become captivated as they look closely at worms that the childminder finds for them in the garden. Children learn to be kind, caring and sensitive towards nature and living creatures. Furthermore, children enjoy opportunities to practise their balance and coordination skills as they walk carefully along planks of wood and stepping stones. n The childminder supports children's health and well-being extremely well,

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need to do better?

including children with special educational needs and/or disabilities. Children show high levels of independence as they select the toys and resources they want with a sense of self-assurance. Children enjoy the responsibility of carrying

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need to do better?

24 January 2020 out small tasks, such as helping to set up their favourite card game and self- registering when they arrive at the childminder's home. The childminder models good hygiene practices and provides a range of nutritious snacks and meals. Children develop the skills they need to manage their own basic hygiene, including going to the toilet and washing their hands after messy play. Overall, children make good progress and develop skills that will prepare them well for the next stage in their education. n The childminder makes effective detailed observations of children when they play and has a secure understanding of children's stages of development. However, her assessment procedures upon entry are not precise enough to enable her to rigorously monitor children's overall development. The childminder has good partnerships with parents and encourages them to be fully involved in their children's learning. She keeps them regularly informed about their

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need to do better?

children's ongoing development and progress. n The childminder evaluates her practice well and she seeks feedback from parents, children and other professionals to help her recognise her strengths and to identify areas for development. The childminder demonstrates a positive attitude towards providing a fully inclusive and good-quality setting for children of all ages.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is fully aware of the importance of maintaining children's well- being. She regularly completes safeguarding training to update her knowledge and knows how to recognise and report any signs that indicate a child may be at risk of harm. The childminder has secure risk assessment procedures and teaches children how to keep themselves safe in her home and on outings. She organises all of her documentation effectively. For example, she keeps accurate and up-to-date information about children's medication requirements and carries out regular fire evacuation procedures.

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should:

n raise the quality of teaching even further by giving children opportunities to understand and talk about what it is that they are learning from planned adult- led activities n accurately and precisely monitor children's starting points in their learning and development.

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Setting details

Unique reference number EY264811 Local authority London Borough of Waltham Forest Inspection number 10073231 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 11 Total number of places 6 Number of children on roll 10 Date of previous inspection 20 June 2016

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Information about this early years setting

The childminder registered in 2003 and lives in Forest Gate, in the London Borough of Waltham Forest. She operates all year round from 7am until 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n The inspector observed children playing and carrying out routine activities. n The childminder and the inspector reflected on children's activities and discussed what learning and development took place. n The inspector sampled documents, including safeguarding policies, accident records and the childminder's training certificates. n The inspector carried out a learning walk with the childminder and discussed how she plans the curriculum and for children's progress. n The inspector spoke with children at appropriate times during the inspection. She spoke to parents and took account of their views.

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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

24 January 2020 24 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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