O'Loughlin, Samantha

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 cared for in a warm, welcoming and safe environment. They feel safe and happy and eagerly explore the surroundings. The childminder offers lots of reassurance and cuddles to young children when they are unsure of new situations. Children are helped to manage their thoughts and feelings effectively. As a result, they behave well. Children have regular opportunities to learn about the wider world. For example, they visit the park and playgroups with the childminder. Children gain strong social skills as they play with other children. Their physical abilities are progressing steadily. For example, younger children regularly practise their climbing skills. The childminder promotes children's self-esteem and personal well-being effectively. Children respond well to her kind and caring approach and confidently play and learn. They delight in building towers using natural resources, and giggle as they playfully knock down wooden bricks to the floor. The

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The provision is good

childminder is a good role model and has high expectations for all children. She talks to them about what they are doing and asks questions. Children have positive attitudes to their play. They are active and motivated learners. During activities, the childminder incorporates counting and rhymes effectively.

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need to do better?

n The childminder is good at encouraging children to build on their communication skills. For example, she speaks clearly, and repeats and adds words to extend children's vocabulary. As a result, children are beginning to use one- or two- word phrases to express their likes and dislikes. n The childminder completes observations and assessments of children's learning to ensure they are developing well. She shares this information regularly with parents to establish a consistent approach. n The childminder forms close links with other childminders for support and guidance. She completes training and webinars to gain new ideas. For example, she has attended a literacy physical course. This has improved her knowledge of how to interact with children more effectively. n Children gain strong independence skills from an early age, overall. For instance, they make decisions about their play and what they want to do next. However,

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need to do better?

at times, the organisation of resources does not support children's learning to the highest level. For example, they are not always easily accessible to children and electronic toys are not always working. n Children behave well. For example, they listen and respond positively to the childminder. The childminder manages children's behaviour in a calm and respectful manner. She gives them lots of cuddles, which supports their emotional well-being successfully. n The childminder promotes children's early literacy skills well. Children enjoy books and making marks with chalk. They follow the main events in stories, look

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need to do better?

10 March 2020 at illustrations and point to the characters. Children know what they like and express their wishes and ideas with ease. n The childminder offers a range of imaginative learning experiences to help children develop skills across all areas of learning. Children smile as they explore different textures during sensory play and giggle as they enjoy singing to nursery rhymes. n The childminder reflects on her practice to identify areas to improve children's learning. For instance, she plans to bring in more natural resources to encourage children's creativity and imagination. The childminder belongs to a childminding network to gain ideas to further improve the good teaching to the highest level. n The childminder works successfully with parents to provide prompt support and care. She gathers information on entry so she knows what children already know and can do. She knows children well and understands what she needs to do to

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need to do better?

help them move on to the next stage in their learning. n The childminder understands how to teach children mathematics. She talks to them about size and shape. She also helps children to count with confidence. For instance, they say numbers when singing nursery rhymes. Children match and sort as they play with wooden stacking equipment and puzzles.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has knowledge of child protection issues to help keep children safe. She knows the procedures to follow should there be any concerns regarding a child's welfare. The childminder has knowledge of the signs of symptoms of abuse and an understanding of wider safeguarding issues. She keeps a daily record of children's hours of attendance to help her monitor any patterns of absence. Children learn to move around freely because they play in a safe and secure environment.

p.3

should:

n ensure resources are easily accessible for children and fully support the implementation of the curriculum.

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Setting details

Unique reference number 144483 Local authority Hackney Inspection number 10063107 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 7 January 2016

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Information about this early years setting

The childminder registered in 1993 and lives in Victoria Park, in the London Borough of Hackney. She operates on weekdays from 8am to 6pm throughout the year, except for family holidays. The childminder holds an appropriate childcare qualification at level 3.

p.4

Inspection activities

n The inspector conducted a learning walk with the childminder across the areas of her home used for childminding. n The inspector asked about the learning environment and how the curriculum is organised. n The inspector spoke to children at appropriate times during the inspection. n Parents' views were taken into account by the inspector. n The inspector held discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.

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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

10 March 2020 10 March 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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