Childminder EY472892

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 settle very quickly at the setting. They form a strong bond with the enthusiastic and caring childminder. Children are very happy and enjoy their time with her. They smile, laugh and create games to play with her. For example, children hold out toys and then giggle as they pull them back before she can reach them. They behave well. The childminder supports children's emotional well-being and creates a warm and caring atmosphere. She is attentive to children's individual needs. Children direct their own learning and the childminder is skilled at adapting activities to build on their interests. For instance, washing hands evolves into water play and children experiment as they pour water from different heights. However, the childminder acknowledges she could develop her professional knowledge even more deeply. Children listen carefully as the childminder introduces them to new words. However, on occasion, she speaks a little rapidly to children. The

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The provision is good

childminder has effective strategies in place to help her keep children safe. She constantly risk assesses and removes any potential hazards immediately. Children benefit from the challenging activities which the childminder plans, and they make good progress in all areas of their learning.

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need to do better?

n The childminder gathers detailed information about children and their home background when they join the setting. She quickly gets to know the children and identifies what they each need to learn next. The childminder focuses sharply on the individual learning of children and tailors her curriculum and activities to support their specific learning needs. n Other professionals praise the childminder and, in particular, how she builds strong professional partnerships to support parents and children. The childminder offers a highly flexible service for parents who may have care needs which vary from week to week. The childminder has begun to develop her service to offer care for children who may need additional support. There is scope for her to develop her professional skills to an even higher level to support her in this work. n Children enjoy a range of exploratory activities. They concentrate for long

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need to do better?

periods of time as they squash, pat and scoop spaghetti mixed with oats and water. Children use simple tools and develop the strength in their hands and fingers. The childminder understands the sequence of children's learning. For example, the youngest children are supported in strengthening their leg muscles while they stand during activities as they prepare to learn to walk. The childminder uses her self-evaluation effectively, for instance to enhance the resources she provides to engage children in physical activity. n The childminder uses the local area effectively to support children's learning. For example, children use simple technology as they press the buttons to go up and

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need to do better?

31 January 2020 down when they use lifts. They learn about the natural world as they explore local green spaces and watch ducks and other birds at the nearby canal. Children explore the wider city, for instance as they visit different museums. They enjoy a wide range of stimulating and interesting experiences. n The childminder uses songs, books and rhymes to support children's developing language and literacy. However, on occasion, she does not provide children with sufficient time to think about the words they are hearing and extend their learning even further. n Children easily access a range of stimulating resources. They are supported in becoming independent learners. The childminder encourages children to develop the skills they need for their future learning. Children develop an understanding, for example, of when they need to wash their hands. The very youngest learn how to use simple cutlery and feed themselves. Children develop persistence

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need to do better?

and they repeat and practise the skills they acquire. n The childminder creates an effective two-way flow of information with parents. They work together to ensure that any gaps in children's learning are identified and strategies to close those gaps are quickly put in place.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is secure in her understanding of her duty to keep the children in her care safe. She knows the signs and symptoms which may give her cause for concern about the welfare of a child in her care. The childminder knows the procedures to follow if she has any concerns. She has made herself aware of the indicators that a child may be at risk of being exposed to extreme ideas and behaviours. The childminder gathers comprehensive information about any medical conditions or allergies that children may have.

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should:

n explore further ways to build on professional skills and knowledge to develop teaching to an even higher level n slow discussions down during activities to enable children to learn new words they hear and support their developing language even more.

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Setting details

Unique reference number EY472892 Local authority Hackney Inspection number 10063139 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 6 Number of children on roll 8 Date of previous inspection 6 July 2016

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Information about this early years setting

The childminder registered in 2014. She lives in the London Borough of Hackney. The childminder operates her service from Monday to Friday, from 7am to 6pm, for 48 weeks of the year.

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Inspection activities

n The inspector and childminder carried out a learning walk. The childminder discussed how she uses her resources and plans activities to support all areas of children's learning. n The childminder talked about how she reflects on her service and the partnerships she develops with parents. n The inspector observed children as they were engaged in different activities. The childminder talked about how she observes children and plans activities to support what children need to learn next. n The inspector reviewed a sample of documents, including feedback from other professionals and the childminder's safeguarding policy.

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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

31 January 2020 31 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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