Fox, Lorraine

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 develop a secure attachment to the childminder. They turn to her for reassurance and receive praise and encouragement, which helps to raise their self- esteem and confidence. Children's care routines are supported well. They are provided with healthy meals and snacks. Children learn to be independent. For instance, they happily sit in their chair at the table and feed themselves. The childminder supports children to gain key skills needed for later learning. Children learn to communicate confidently and follow instructions. They learn to sort and count toys by size and colour. Children have daily opportunities to spend time with other children at activities in the community. This supports their good social skills. The childminder helps young children learn how to take turns. For example, she encourages children to share. Children concentrate well when their activities are engaging. For example, they played with a magnifying glass as they explored.

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The provision is good

However, there are times when they lose focus because activities are not well matched to their interests and abilities.

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need to do better?

n Children enjoy a wide range of outings. These help to support their physical development and raise their awareness of nature. The childminder takes children to a range of activities in the local community and to meet with the children of other childminders. This helps them to form positive friendships. n The childminder organises activities to increase children's knowledge of healthy lifestyles. She talks to children about the different fruits and vegetables on their plate. She helps them to understand healthy habits, such as washing their hands before they eat. n Children develop good mathematical and language skills as they play. For example, she encouraged children to count and introduced words such as 'big' and 'small' as children sorted toy bears into groups. Young children join in with recognisable words while singing familiar songs. The childminder pauses while reading stories so that children can say the last word in the sentence. She uses

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need to do better?

interesting intonations to help bring the characters in books to life. The childminder supports children's imaginative play well. n Children learn to behave well. The childminder encourages them to share and take turns. She praises them when they allow each other to have a toy. The childminder encourages children's listening and speaking skills effectively. For example, she uses dolls to talk about and help children to recognise different emotions, such as 'sad' and 'happy'. n Children learn about their own culture and those of others in a range of ways. They join in cultural events and celebrations. Children who speak English as an additional language are encouraged to use their home language as well as English. They listen to stories of other people and events to help them

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need to do better?

6 February 2020 understand. However, the childminder misses opportunities to extend children's exploration of different materials to enhance their creativity and interest in the world. n Indoors and outdoors, children have opportunities to make independent choices and explore freely. There is a broad range of interesting resources which generally match children's interests. However, there are times when the activities are not carefully selected and supported to help children maintain their engagement and develop their learning. n The childminder helps children to take on simple everyday responsibilities, such as helping to tidy up so they do not trip and hurt themselves. Children understand about keeping safe, both inside and outside. n The childminder gathers parents' views and uses them to help identify areas to improve. Since the last inspection, the childminder has involved parents more in the assessment of their children, especially when children start, to strengthen

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder refreshes her knowledge of safeguarding, including how to identify and report that a child may be at risk of harm. She has completed training to raise her awareness of wider safeguarding issues, such as the risks of extremism. She assesses risks before taking children on outings and follows effective safety procedures to help children understand about keeping safe. For example, children learn about road safety.

p.3

should:

n organise activities that focus more precisely on what children know and can do to help encourage their concentration even more n provide children with more opportunities to develop their awareness of different textures to help extend their learning further.

p.3

Setting details

Unique reference number 102042 Local authority Camden Inspection number 10072241 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 2 Total number of places 6 Number of children on roll 4 Date of previous inspection 3 March 2016

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Information about this early years setting

The childminder registered in 1997. She lives in the London borough of Camden. She works Monday to Friday from 7.30am until 6pm.

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Inspection activities

n The inspector and the childminder complete a learning walk of the childminder's home to gain an understanding of how the early years provision and the curriculum are organised. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector held discussions with the childminder. She looked at relevant documentation, such as evidence of the suitability of household members. n The views of children spoken to on the day and the written views of parents were taken into account.

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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

6 February 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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