Childminder in Hackney

Overall effectiveness Good

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

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The provision is good

Children are comfortable and happy as they play with their friends at the childminder's home. The childminder provides a nurturing and home-from-home environment. Children access interesting objects, such as musical instruments, souvenirs from holidays, books and toys. All children are keen to learn and show a great interest in their surroundings. The childminder's home is an environment that sparks children's curiosity and reflects the childminder's creative ethos. Children behave well. They show kindness and consideration to others. Children develop strong attachments with the childminder. When children are upset or need to calm down, they get a warm cuddle from the childminder or join her on the sofa for a story.

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The provision is good

Children confidently express their wishes to the childminder, for example, when they want a toy that another child is playing with. The childminder supports children to resolve issues by giving them the relevant vocabulary and ideas for alternative activities. This helps children to learn the skills which they need to negotiate social situations in the future. The childminder consistently interacts with children positively and with genuine affection. Children have friendly interactions with the childminder's polite and respectful teenage children. Throughout the day, children demonstrate that they feel safe, secure and happy in the childminder's home.

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need to do better?

n The childminder makes good use of local amenities, such as parks, playgroups and the city farm, throughout the week. This provides children with a variety of experiences and opportunities to socialise with others and gain a good understanding of the different communities in their area. Usually, children go out in the morning and return to the childminder's home for their lunch and a sleep. n The childminder is very skilled at communicating with young children and this is a key strength of the setting. She listens intently to what children have to say, hears their ideas, and gives them time to consider their responses to her careful questioning. The childminder introduces new vocabulary and phrases as she plays with children. Children make excellent progress in their communication and language skills. They are clear and confident communicators. n Children apply themselves fully to their learning. They make wonderful creations,

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need to do better?

using their imaginations. For example, during a construction activity, children carefully construct a 'boat' and proudly present their creations to the childminder. The childminder talks to children about the boat and the methods they used to construct it. Children beam with pride when the childminder enthusiastically acknowledges their work. n The childminder encourages children to have a go at new activities. For instance,

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need to do better?

31 March 2022 children make pizza dough for the first time with simple instructions from the childminder. The childminder lets children try things for themselves before she offers to help. This helps to build children's confidence in their own abilities and boosts their self-esteem. n The childminder makes good use of a local childminding group to engage with other home-based childcarers and early years practitioners. She finds out about other activities in her area, training opportunities and ideas for activities. The childminder uses this information to develop her knowledge and understanding of early childhood development and promote children's learning. n The areas of the home where children play are safe and secure. Children have plenty of opportunities to extend their physical skills outdoors when they visit parks and playgrounds. However, the childminder does not use her garden for childminding at present. She has plans to improve the outdoor space to make it

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need to do better?

more accessible and safer for children to play in. The childminder acknowledges that this would increase the learning space, extend the curriculum and create additional opportunities for those children who want to learn outside. n The childminder communicates regularly with parents to keep them updated about their children's development. She shares any strategies she is using to promote children's progress. The childminder supports children through transitions and changes in their home lives. For example, they talk about caring for babies and being a sibling to prepare children for the arrival of a baby at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder can recognise when to act if she has any concerns about the well- being of children. She has attended training for child protection and broader safeguarding issues. The childminder keeps her knowledge of safeguarding issues current through regular engagement with the local authority support officer. The childminder's safeguarding policy is up to date and contains the procedures for referring concerns to external agencies, including if there are allegations about members of the household. The childminder maintains her home to a good standard to ensure that children are safe and secure. The childminder teaches children how to say safe, for example, when they learn how to cross the road safely.

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should:

n develop the outdoor area, so that children who prefer to play outside can further their learning to the highest possible level.

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Setting details

Unique reference number EY400730 Local authority Hackney Inspection number 10128485 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 5 Number of children on roll 2 Date of previous inspection 30 September 2014

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Information about this early years setting

The childminder registered in 2009 and lives in the London Borough of Hackney. She cares for children all year round from 8am to 6pm, Monday to Friday.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and inspector conducted a learning walk to view the areas of the home accessible to children and discussed how the childminder delivers her curriculum. n The inspector observed the interactions between the childminder and the children. n The inspector carried out a joint observation of a planned activity led by the childminder and discussed her teaching practice. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

31 March 2022 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 March 2022 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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