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 Not applicable

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The provision is good

Children form positive attachments to the warm and friendly childminder and are visibly happy and settled in her care. The childminder knows children well. She seeks starting points for each child from their parents and uses these as the basis for her own assessment of their development. The childminder is aware of areas that children need extra help with. For example, she ensures that children that need extra support with their social skills have varied opportunities to meet and interact with other children.

p.2

The provision is good

Children benefit from playing with the wide range of resources and activities that the childminder offers. They excitedly roll tissue paper and explore what happens when they put it inside a small space. Children are proud of their achievements and are keen to share what they have done with the childminder and the inspector. They demonstrate a positive attitude to learning. Children are developing their understanding of the world. For example, they confidently name the different dinosaurs they play with, including the dinosaurs' different features, such as having a spiky back or sharp teeth.

p.2

The provision is good

Children are well behaved and respectful. They follow instructions, such as tidy-up time and say 'please' and 'thank you'. The childminder provides them with a broad curriculum tailoring learning to children's learning needs.

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need to do better?

n The childminder is well organised and has completed several online training courses for her own continuous professional development. She continually reflects on her practice. For example, she has identified that she would like further training to support children with special educational needs and/or disabilities. n The childminder has developed positive partnerships with parents. She communicates effectively with them to find out what children already know and can do before they start attending. The childminder uses this information to plan her curriculum to support children's next steps. The childminder regularly shares information about what children are learning and encourages parents to continue this learning at home. n The childminder models good vocabulary, giving children lots of opportunities to hear and practise new words. This helps them to become more-fluent communicators. The childminder captures children's attention as she reads

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need to do better?

familiar stories to them. Children display a developing love of reading. They ask the childminder to read to them throughout the day. n The childminder has a good understanding of how children learn and develop. She routinely observes children when they play and makes accurate

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need to do better?

11 May 2022 assessments of their abilities. The childminder implements a broad range of interesting activities and children make good progress in their learning and development. However, on occasions, she does not fully challenge children during activities to help them achieve the best possible outcomes. n The childminder provides children with a wealth of experiences outside her home. For example, they take regular trips to local playgroups. This helps children to develop their social skills and play alongside others. The childminder uses children's interests when deciding where to visit. For example, children visit the local park and zoo, as they are curious about animals and wildlife. n The childminder listens to children's ideas and suggestions and helps them to make choices as they play. However, at times, the childminder completes tasks for children that they could attempt to do for themselves. For example, she

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need to do better?

pours drinks for the children when they are thirsty and dresses them into role- play outfits when they want to use their imagination. n The childminder promotes healthy eating and healthy lifestyles. She prepares home-cooked nutritious meals every day. Children have access to healthy snacks, including fruit and vegetables and they know the importance of handwashing before they want to eat something. n Children develop well in mathematics and literacy. For example, children confidently show the inspector the different shapes they can find around the setting. Children enthusiastically start to sing the alphabet out loud to themselves as they look at the letters on the wall.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder keeps children safe and promotes their welfare. She has a good understanding of the procedures to follow should she have any safeguarding concerns. She recognises the possible signs and symptoms of abuse or neglect. The childminder knows who to contact if she has concerns about the welfare of a child. She ensures that her knowledge is up to date by reading and researching new guidance. She attends regular training. The childminder has robust risk assessments in place to ensure her home is suitable.

p.3

should:

n encourage children to do more for themselves to develop and enhance their independence n provide more challenge to extend and build on children's learning during adult- led and children's spontaneous play activities.

p.3

Setting details

Unique reference number 2534920 Local authority Hackney Inspection number 10215176 Type of provision Childminder

p.4

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 1 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019. She lives in the London Borough of Hackney. She operates between 8am and 6pm, all year, except for bank holidays and family holidays. The childminder receives funding to provide free early years education for children aged three.

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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 provided the inspector with a sample of key documentation on request. n The inspector observed a range of activities and interactions between the childminder and children, to help evaluate the quality of education. n The childminder and the inspector carried out a joint observation of an educational activity and evaluated the children's learning. n The inspector read written feedback from parents and considered their views about the childminder's provision. n The inspector spoke to the childminder at appropriate times during the inspection.

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Inspection activities

11 May 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

11 May 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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