Childminder in Waltham Forest

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

The children are happy and settled in the childminder's care. She gives children lots of cuddles when needed, which helps them to feel emotionally secure. However, some children are not supported as well as possible to be engaged and focused. The childminder develops clear routines to support the children's needs. Children develop healthy habits, such as being outdoors where they can be active and support their emotional-well-being. Children benefit from a wide selection of resources and toys. They independently choose what they want to play, although at times what they chose does not provide children with adequate challenges for their age and stage of learning. Furthermore, activities are not yet planned around children's interests and experiences. This means that learning experiences do not sufficiently motivate children to learn as well as possible. Additionally, the childminder does not clearly understand her role in the assessment of progress for

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The provision requires improvement

children aged between two and three years and there is scope to strengthen the planning of activities and build closer links with other settings children attend. Children are developing good speaking skills and the childminder interprets their non-verbal communication successfully. Children make some progress and are confident. Children behave well; they learn to share and take turns. Although the provision is inclusive, the childminder's knowledge of her policies and procedures is not consistently clear.

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need to do better?

n The childminder provides a well-resourced and welcoming play environment. Children have opportunities to play outdoors and enjoy fresh air. They enjoy regular outings that enable them to practise their physical skills and broaden their knowledge of the world around them. Children develop their physical strength, balance, and coordination as babies crawls about and toddles play on the seesaw. They confidently negotiate the space as they move about. n Parents speak positively about the childminder in their written feedback. They value the safe environment and visits prior to children starting. They report regular information-sharing and good relationships between the childminder and parents. However, links with other settings that children also attend are not yet in place. The childminder does not fully explore the best way to exchange information about children's learning and development to help provide

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need to do better?

consistency for children. n The childminder promotes diversity by talking to the children about uniqueness and their own communities and families. This helps children to learn about similarities and differences. n Children form close attachments to the childminder and her assistant. This is evident when young children sit on their lap, snuggle in and listen to stories. The childminder supports children's good health. For example, she provides

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need to do better?

22 January 2020 opportunities for children to rest and offers healthy and nutritious options for snacks and meals. n The childminder does not always consider children's interests when providing activities. She does not consistently ensure these are pitched at the right level to provide challenge and sustain interest. Although she knows the children well and identifies appropriate next steps in their learning, activities provided do not meet the individual interests and learning needs of each child. Consequently, some children are not as engaged and focused as well as possible, particularly older toddlers. This does not help them effectively to build on what they already know and can do to higher level. n The childminder does not focus enough on her professional development to further improve the quality of her teaching. Self-evaluation procedures are not robust enough in identifying strengths and areas of improvement. For instance,

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need to do better?

the childminder's knowledge of how to complete the progress check for children aged between two and three years is not yet fully developed. Therefore, gaps in children's learning are not identified and addressed quickly, to help them catch up. n The childminder promotes children's language skills as they talk. She repeats words and explains what is happening to the children to help them understand, and she asks questions. For example, she asks a child playing with a cup, 'What are you doing?' The child responds, 'I am drinking.' Babies happily play musical instruments. The childminder provides opportunities for children to make marks and develop their imaginative play.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands how to recognise if a child may be at risk of harm. She knows how to report different types of concerns that she may have regarding a child's welfare. Although the childminder has a clear safeguarding policy and procedure in place, this is not consistently reflected in her practice. However, she keeps accurate records and documentation, such as a children's attendance register. Additionally, the childminder maintains a safe environment and ensures appropriate measures are in place to keep children safe when indoors and outside the house.

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Due date

22 January 2020 improve the process for conducting the progress check for children aged between two and three years, so that parents receive more precise information about their child's learning and development at key stages 21/02/2020

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Due date

develop partnerships with other early years settings children also attend, to strengthen continuity in children's care and learning. 13/02/2020

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should:

n plan relevant and challenging activities appropriate to children's age and stage of development to encourage their engagement and motivation n explore additional opportunities to keep professional development up to date to improve the quality of education so that children are supported to make good progress n develop self-evaluation procedures to identify strengths, and promptly address areas of improvement to raise the quality of provision for children n develop stronger understanding of policies and procedures to help ensure high levels of care.

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Setting details

Unique reference number EY557745 Local authority London Borough of Waltham Forest Inspection number 10143193 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 9 Total number of places 12 Number of children on roll 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018. She lives in Waltham Forest, in the London Borough of Waltham Forest. She works Monday to Friday from 7.30am until 6pm. The childminder works with an assistant.

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Inspection activities

n The inspector and the childminder completed a learning walk of all areas of the setting to understand how the early years provision and curriculum are organised. n The inspector held discussions with the childminder, her assistant, and the children at appropriate times during the inspection. n The inspector evaluated activities with the childminder and took account of the written views of parents. n The inspector observed the quality of education during activities and assessed the impact these have on children's learning. n The inspector checked relevant documentation, including evidence of the suitability of all people living and working in the household, children's records and qualification certificates, including paediatric first aid.

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Inspection activities

22 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

22 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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