Chalkright, Jennie

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 receive great warmth and care from this experienced childminder. They have a close bond with her, enabling them to feel safe and secure. The childminder has a good knowledge of how to promote positive behaviour. She continually praises children for their efforts, which helps develop their confidence and self- esteem. Children learn how to share toys and manage their own emotions. As a result, children behave well, and quickly learn to be respectful and tolerant of each other.

p.2

The provision is good

Children have a positive attitude towards their learning. They show high levels of concentration as they engage in role play in the kitchen area. Children enjoy making cups of tea and mixing pretend foods together. They show resilience as they attempt to fit puzzle pieces together and delight when they finally achieve the task.

p.2

The provision is good

Children enjoy rich experiences to help them develop an understanding of the world around them. They enjoy learning about animals with regular trips to the city farm and zoo. The childminder uses books at home to help children recall the animals they have seen. This supports them to build on their learning. Children attend playgroups where they enjoy interacting with other children. This develops their confidence in social situations.

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need to do better?

n Children enjoy accessing a wide range of child-initiated and adult-led activities. They learn how to express themselves through music. Children learn the actions to songs as they pretend to 'zoom to the moon'. They use musical instruments, such as homemade shakers, as they sing nursery rhymes together. The childminder uses many opportunities to incorporate mathematics into children's play. They count bricks as they build towers and confidently count to five. n The childminder takes every opportunity to introduce new language and broaden children's vocabulary. She engages them in meaningful conversation and models language. The childminder introduces new words, such as 'spatula' and 'whisk', as children pretend to cook eggs for her. Children enjoy looking at their favourite books and sharing them with the childminder. They keenly repeat familiar words and phrases and quickly develop a love for books. As a result, all children make

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need to do better?

good progress in their speaking skills. n The childminder is enthusiastic and actively joins in with children's play to enhance their learning. She knows the children extremely well and knows what they need to do next to develop their learning. On occasion, the childminder moves children on to the next activity too quickly. Therefore, sometimes they do not benefit from a full learning experience.

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need to do better?

20 September 2022 n The childminder supports children to prepare for the next stage of their education. From an early age, they learn to be independent in their self-care skills. For instance, children wash their hands ready for snack. They learn to use tools for a purpose as they use knives to cut up banana under the watchful eye of the childminder. Children develop their fine motor skills with arts and craft activities, such as painting with cotton buds. This supports skills they need for early writing. n Parents speak highly of the childminder. They are kept up to date with their child's progress with daily handovers. The childminder supports parents to continue their children's learning at home as children take reading books home to share with their families. She shares information with parents to help them better understand allergies and provides ideas and strategies to manage children's behaviour. The childminder seeks parental views through regular

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need to do better?

questionnaires and values what they say. She uses this feedback to reflect and improve her service. n The childminder teaches children about differences and diversity using resources and carefully planned activities. She shares books with children that give them an insight into other communities. Children understand and celebrate what makes them unique as they learn words from languages they speak at home, such as 'bonjour'. They find out about their peers' key cultural festivals, such as Independence Day, and celebrate together. This allows children to begin to understand the diverse world around them.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her responsibilities to safeguard children. She has a secure understanding of the signs and symptoms of abuse and/or neglect and knows the correct procedures to report any concerns. The childminder assesses risk in her home. Control measures, such as fire drills and monitoring smoke alarms, are in place to minimize hazards for children. Children learn how to keep themselves safe as they navigate up and down steps to the provision slowly, under the supervision of the childminder. The childminder caters for children with allergies or medical needs with robust procedures, which help to keep them safe.

p.3

should:

n allow children to follow their interests and ensure they have enough time to complete activities.

p.3

Setting details

Unique reference number 102105 Local authority Camden Inspection number 10128356 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 3 Number of children on roll 3 Date of previous inspection 16 June 2015

p.4

Information about this early years setting

The childminder registered in 2000. She lives in the West Kentish Town area of the London Borough of Camden. The childminder works Monday to Friday, from 8am until 6pm, all year round. The childminder holds a relevant qualification at level 3.

p.4

Inspection activities

n This was the first routine inspection the setting 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 joined the inspector on a learning walk. She talked to the inspector about the curriculum. n The inspector observed the quality of education being provided. She discussed children's progress with the childminder. n The childminder and inspector carried out a joint observation. n The inspector looked at relevant documentation. This included evidence of childminder suitability, training record and certificates and attendance register. n The inspector took account of written feedback provided by parents.

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Inspection activities

20 September 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

20 September 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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