Mehdi, Raghda

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 have warm and happy relationships with the childminder. They enjoy a range of activities that are linked to their interests. Children feel safe and secure in the childminder's home. They settle well. The childminder values each child and has high expectations of them. Children are able to do things for themselves. For example, they peel satsumas and chop fruit to make their own snacks. Older children can take off and put on their shoes and clothes. The childminder supports younger children to develop these skills. Children learn to value difference. For instance, the childminder teaches them about special cultural or religious events. Children play with a range of toys and resources that reflect different races and religions, such as puzzles and dolls.

p.2

The provision is good

Children behave well. The childminder manages their behaviour effectively. She explains why certain behaviour is not acceptable. The childminder praises children to encourage them to act in positive ways. Children show kindness and respect to each other. They learn to share and to take turns. For instance, children share toys and resources while playing in the garden. The childminder provides children with a well-thought-out curriculum which helps them to build on their skills. Children learn useful skills in preparation for school.

p.2

need to do better?

n The childminder offers a thoughtful range of stimulating activities which are securely based on the areas of learning. She ensures that children are suitably challenged by linking activities to what they need to learn next. Children make good progress. n The childminder helps children to gain good creative skills. For instance, younger children enjoy making marks on paper using brightly coloured paint, pencils and crayons. Children create their own imaginative stories as they take part in pretend play. n The childminder supports children's early mathematical development well. For instance, older children put numbered circles in order to create a caterpillar. All children sing number songs and rhymes, and count objects as they play. The childminder uses mathematical language to describe shape and size. n Children have good understanding of the world. For example, the childminder takes them to visit a local farm where they see different animals. She teaches

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need to do better?

children the names of animals and how they live. The childminder takes them to the local park where they look for different types of insects. n Children develop a good understanding of feelings. For example, the childminder shows them pictures of different emotions and talks to them about how they are feeling. She teaches children the names of different emotions. n The childminder supports children's physical development effectively. For

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need to do better?

14 April 2022 example, she takes them to the local park each day, where they jump, climb and learn to balance on different equipment. Children develop small-muscle control. For example, they use different tools and materials, such as crayons, paintbrushes and play dough. n Children gain good communication, language and literacy skills. The childminder is particularly adept at using stories to enhance children's learning. For example, she uses a story about a hungry caterpillar and props to offer children a lively storytelling session. Children participate by holding and using different props. They are highly engaged and make spontaneous comments related to the book. The childminder questions children effectively and gives them time to think and respond. n The childminder works effectively with parents. She keeps them well informed about their children's progress in flexible ways. For instance, the childminder

p.2

need to do better?

provides secure electronic information and gives parents daily feedback about their children's care and learning. She gives them different ideas about how they can support children's learning at home. n The childminder is keen to update her skills and knowledge regularly. She has attended various courses, including behaviour management, to promote best outcomes for children. n The childminder provides nutritious food for children and talks to them about the benefits of eating well. Although the childminder has begun to work on promoting children's good oral hygiene, this does not fully develop their awareness of good oral hygiene.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder places a high importance on children's safety. She has good awareness and understanding of what to look out for that could indicate a child is at risk of abuse. The childminder has a full knowledge of procedures to follow to report her concerns. She knows how to identify the possible signs that a child could be exposed to extreme ideas or behaviours. The childminder knows the relevant agencies to report her concerns to, in order to ensure that children are kept safe. She maintains a good level of safety in her home. The childminder checks and cleans all parts of her home, toys and resources regularly. This helps to reduce the risk of hazards.

p.3

should:

n develop more ways to help children to understand about the importance of oral hygiene.

p.3

Setting details

Unique reference number 102010 Local authority Camden Inspection number 10137838 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 29 February 2016

p.4

Information about this early years setting

The childminder registered in 1998. She lives in West Hampstead in the London Borough of Camden. The childminder opens throughout the year from 8am to 6pm, Monday to Friday, except for bank holidays. She provides funded early education for children aged two, three and four years. The childminder holds a level 3 qualification in childcare.

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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 completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed an activity and evaluated this with the childminder. n During the inspection, the inspector spoke with the childminder and children at appropriate times. n The inspector observed the interactions between the childminder and children, and discussed their progress. n The inspector read written comments from parents about the setting and took these into consideration during the inspection. n The childminder showed the inspector appropriate documents and these were reviewed by the inspector.

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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

14 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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