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 Not applicable

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The provision is good

Children feel happy and secure at the setting. They benefit from close relationships with the kind childminder. Children of different ages build meaningful friendships and enjoy each other's company. They behave well and are polite towards each other. For example, children give each other space as they sit to listen to a story. They respond nicely to each other with 'please' and 'thank you' as they pass pasta and other resources as they play. This has a positive impact on children's behaviour.

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The provision is good

Overall, children have access to an ambitious curriculum. The childminder is skilful at identifying gaps in children's learning and development. She notices that the COVID-19 pandemic has had an impact on children's social and physical development. To support all children, the childminder takes them on more outings to local shops and playgrounds to develop their physical and social skills. Furthermore, children have access to a secure outdoor area which has age- appropriate climbing and play apparatus. This has an impact on the quality of children's education.

p.2

The provision is good

The childminder gently encourages children to build confidence to speak about their wants and needs. For example, snack time is a very sociable experience. Children discuss their food choices and preferences, which supports their confidence and well-being.

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need to do better?

n Children love to read books and listen to stories. Toddlers and pre-school children get cosy and confidently ask to have stories read to them. Older children's vocabulary and understanding develop. The childminder supports children to understand what it is happening in stories with simple questioning and explanations. Young children learn to recognise and practise different sounds, such as animal sounds. This promotes children's literacy skills and supports all children age appropriately. n The childminder does not consistently support opportunities for building children's independence. She does not always allow children to confidently try to independently find ways to solve problems. For example, when children struggle to step over a messy area, the childminder immediately clears a path for them. This means that children do not always develop determination when they find something difficult. n The childminder plans activities that children enjoy and which support their

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need to do better?

interests and next steps in learning. For instance, children enjoy activities that help them to learn about colours and numbers. Children receive help to sort pasta into bowls. They recognise and name the different colours and count the

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need to do better?

28 June 2022 pasta. This helps children to begin to categorise and develop their early mathematical skills and practise their colour recognition knowledge. n The childminder provides interesting resources for children to use in their play. These include real foods, such as raw broccoli and carrots, fresh fruit and cooked roti. Children take turns with their friends to pretend to cook food in the role-play oven. However, the childminder does not always fully embrace children's imaginative ideas and pretend play, such as when children pretend that toy kettle lids are bird feeders. This prevents some valuable learning opportunities and can impact on children's creative development. n The childminder continues to raise the standards of her setting by looking at ways to improve the service she provides. She completes regular training courses, which has an impact on the learning outcomes for all children. For

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need to do better?

example, the childminder accesses local authority training to develop her understanding of how to support children with speech and language delay. n Parents speak highly of the setting. They value the time which the childminder takes to get to know their children. Parents receive information about their child's progress. They enjoy looking at the regular updates about their children on an online digital application. The childminder and parents work together collaboratively to focus on children's next steps in learning.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands the safeguarding policy and procedures, and she completes regular safeguarding training. She knows how to identify any possible risks to children and who to report concerns to. The environment is secure, safe and clean. The childminder's risk assessments are effective, and any potential hazards are minimal. For example, children only enter the kitchen when they are being carefully supervised.

p.3

should:

n encourage children to carry out tasks which they are capable of and be more independent, including with their self-care skills n expand on children's interest in imaginative and creative play, to further excite them to build on their play and extend their ideas.

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Setting details

Unique reference number 2497820 Local authority London Borough of Waltham Forest Inspection number 10207695 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 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Highams Park, in the London Borough of Waltham Forest. She operates all year round.

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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 had a learning walk together to discuss the childminder's intentions for children's learning. n The childminder showed the inspector around the setting and discussed how she ensures that it is safe and suitable. n Children spoke with the inspector during the inspection. n Parents spoke with the inspector about their views of the setting. n The inspector viewed relevant documents as part of the inspection.

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Inspection activities

28 June 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

28 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

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