Childminder in Waltham Forest

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 benefit from the positive relationships they build with the childminder, who is caring and warm. Children feel safe and secure in her care. They form strong attachments with her and make friends. Children enjoy the childminder's company. They give each other hugs and cuddles throughout the day. The childminder supports children's emotions well. She gives reassuring words when they are upset and need to sleep. The childminder's settling-in process encourages children to settle quickly.

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The provision is good

Children are confident, curious and active explorers. They make good progress and develop good levels of engagement in activities and make new discoveries. For instance, babies explore grass, then place it in a bowl of water and watch it float. The childminder pronounces words that children then repeat, such as 'please' and 'thank you'. Babies use gestures to communicate their needs.

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The provision is good

Children take turns and begin to understand that they need to wait to share toys. The childminder teaches children early mathematics by introducing numbers and shapes into her planned activities. She supports children's physical development well. For example, she helps babies in preparation for crawling and walking. Children receive praise and encouragement. This helps them to build good levels of self-esteem.

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need to do better?

n The childminder supports children's learning well. Overall, she matches activities to their ages and interests effectively. The childminder has high expectations of what children can achieve over time. She assesses their progress from the start and knows what they need to learn next. n Children are given opportunities to develop their communication skills. The childminder talks to children about the book they choose to look through. Children show excitement and understanding as they do the actions when the childminder names the rhyme during singing time. However, at times, the childminder does not consider how she can encourage children to develop an interest in books, to develop their early literacy skills. n The childminder is a positive role model. She encourages children to be kind and respectful towards each other. Children respond positively and behave very well for their age. n Children understand the childminder's expectations and follow instructions. For

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need to do better?

instance, they stand at the garden door to get their shoes before going into the garden. Children know where their water bottles are stored when they need a drink. n Partnerships with parents are strong. The childminder gathers information when

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need to do better?

21 April 2022 children first start. She gives daily feedback at the end of the day. The childminder knows children well and understands what she needs to do to help them move on to the next stage in their learning. n The childminder evaluates her setting regularly. She speaks with parents each day to gather their feedback, and she plans parent meetings twice a year. Parents' written comments are highly complimentary. They say that their children are happy and that the childminder is a 'miracle'. n Children develop good control of their small muscles and coordination. For example, they explore a milk carton filled with water and holes in the lid. They lift the carton with both hands and turn it upside down to pour some water into a bowl. n The childminder promotes children's understanding of the world around them. She talks to them about what they can see, hear and feel. For example, children explore different textures of cornflour when it is dry and wet. They use words

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need to do better?

such as 'slimy' and 'gooey'. n The childminder sequences children's learning to help them to make good progress. She uses an online app to support her in monitoring children's learning and what to plan next. However, at times, the childminder does not consistently provide opportunities to develop children's independence during their daily routines, such as allowing children to select their own fruits at snack time. n The childminder ensures that children receive regular exercise and daily fresh air. Children roll balls, climb up the slide and use push-and-pull resources in the garden.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has completed appropriate safeguarding training and has a good knowledge of what might give her cause for concern. She understands her safeguarding responsibilities and knows the procedures to follow if she has a concern about a child in her care. The childminder can identify the signs and symptoms which may indicate that a child is at risk of harm. She holds a paediatric first-aid certificate so that she can care for children in the event of an accident or incident. The childminder is vigilant and keeps children safe in the setting. All visitors must sign in and out of the setting.

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should:

n ensure that resources are easily accessible for children's learning and development n provide children with more opportunities to develop their independence during their daily routine.

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Setting details

Unique reference number EY465965 Local authority London Borough of Waltham Forest Inspection number 10138122 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 3 Number of children on roll 3 Date of previous inspection 8 April 2016

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Information about this early years setting

The childminder registered in 2013 and lives in Cambridge Heath, in the London Borough of Hackney. She operates all year round from 8am until 6pm, Monday to Friday. The childminder holds qualified teacher status.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder and the inspector carried out a joint evaluation of an activity together. n Parents provided their written views of the childminder's service, which the inspector took account of. n Discussions with the childminder were held throughout the inspection. The inspector looked at relevant documentation, including evidence of the suitability of all persons living at the premises. n The childminder showed the inspector around the areas of the setting available to children.

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Inspection activities

21 April 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

21 April 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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