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 Requires improvement

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The provision is good

Children in this setting are safe and secure. The childminder organises their day around familiar routines. This helps children to understand what their day will involve, and it has a positive impact on how well children settle. This supports their sense of belonging and security. Children have a good relationship with the childminder and her assistant. They play nicely with each other. For example, during story-time sessions, children wait and take turns to lift the flaps in storybooks. This supports their personal development.

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The provision is good

The childminder has an ambitious curriculum, overall. Reading and rhyming activities are part of the daily experiences that children receive. Children choose which books they will listen to. Children eagerly get ready for rhyme-time sessions. Children are active and engage well. These daily activities positively impact on children's early literacy skills. The childminder ensures the environment is safe. She carries out risk assessments to identify any hazards. For example, the childminder's outdoor area is not in use. Children spend time outdoors in the local park. This supports children's safety and well-being.

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need to do better?

n The childminder and her assistant praise children and interactive effectively with them. When children are playing, the childminder talks to them about what they are doing. For example, the childminder says, 'you are hopping', as children hop. They helps children to hear language in context with the actions. This supports children's language development. n The childminder encourages children to be independent. Children choose which nursery rhymes they would like to sing. They wipe their hands and faces, and feed themselves at mealtimes. However, the childminder's assistant does not always recognise children's developmental stages when supporting children. Although younger children are capable of feeding themselves, the assistant spoon feeds them. In addition, children do not always have the freedom to move in their own way when they take part in songs and rhymes. n The childminder and assistant identify possible gaps in children's learning and

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need to do better?

development. For example, when children are reluctant to move around, the childminder takes positive steps to gently challenge children to be active. There is an area at the local park that children call 'the mountain'. They like to run to the top of the mountain and down again. The childminder uses their interests to further enhance the opportunities for physical development. n The childminder provides resources that can be used and moved in different ways. She uses children's interests to create activities that hold their attention. For example, children play with pasta of different shapes and sizes. Children are confident and engage in different ways. They use the spaghetti to thread large

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need to do better?

8 June 2022 pasta. Some children use the pasta to create a sorting activity. Others use it to further develop their language skills. They talk about the 'curly' shapes they notice in the pasta. This has a positive impact on children's learning. n Children's health is important to the childminder. She places a high regard for routines involving care practices. Children take part in handwashing routines before and after they eat. The bathroom supports children's independence with resources, including a labelled handrail with children's names to use individual towels. Clean towels and bedding are available each day. The childminder prepares a wide range of freshly made meals and snacks for the children. The childminder takes into account children's dietary needs, preferences, allergies and intolerances. This has a positive impact on children's health and well-being. n The childminder's relationship with parents is good. The childminder works

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need to do better?

closely with parents, and respects their views and thoughts. Parents value the support they receive from the childminder. This care and support were continuous throughout the COVID-19 pandemic. The childminder shares information about their child's individual needs, what children's next steps are and how to support children at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant understand safeguarding policies and procedures and complete regular safeguarding training. They know how to identify any possible risks to children and who to report their concerns to. The childminder and her assistant ensure that the environment is secure and safe. They always supervise children and support them so that they are safe on trips outdoors. The childminder ensures that potential hazards are minimal. For example, they find quiet areas in the local park if it is busy.

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should:

n strengthen the assistant's knowledge of how young children learn, to support them more effectively and extend their learning to a higher level.

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Setting details

Unique reference number EY557745 Local authority London Borough of Waltham Forest Inspection number 10198762 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 7 Date of previous inspection 9 June 2021

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Information about this early years setting

The childminder registered in 2018. She lives in Waltham Forest, in the London Borough of Waltham Forest. The childminder works from Tuesday to Thursday. She works with an assistant. The childminder has a level 3 early years qualification.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector completed a joint observation together. n Parents shared their views about the childminder with the inspector. n The inspector reviewed documentation relevant to the inspection process.

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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

8 June 2022 8 June 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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