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 Met

p.1

The provision is good

Children are happy, settled and have a loving relationship with the childminder. The childminder is nurturing and caring towards the children. This helps children to feel safe and secure in her care. Children are familiar with the routines and join in with daily activities. For example, every morning, children say what day, date and month it is. The childminder talks to the children about the weather and how this links to the season. This supports children's knowledge and understanding of the world around them.

p.2

The provision is good

Children listen to the childminder and follow instructions. For instance, they tidy up when finished playing and help the childminder to prepare for snack. Children show genuine care and concern for the childminder and each other in their interactions. They have good manners and say, 'you're welcome' to the childminder when she thanks them for helping. The childminder's high expectations for children's behaviour are clearly demonstrated through their positive behaviour and conduct.

p.2

The provision is good

Children make good progress across all areas of learning. For instance, the childminder works in partnership with other schools and professionals. She attends workshops, shares progress summaries and next steps to ensure that there is continuity in the care and education of children that attend her setting. This ensures that continuous progress is made from their starting points.

p.2

The provision is good

The childminder plans activities that build on children's interests. For example, the children were interested in princess role play, so the childminder provided dressing- up clothes and accessories for the children to continue and extend this play in her setting.

p.2

need to do better?

n The childminder promotes physical development. For instance, the children have daily access to the garden throughout the session. They enjoy riding on the push-along cars and taking part in physical games that get their heartbeat racing. Children enjoy joining in with singing and dancing. They use ribbons to twirl and create sounds with wooden sticks. This helps children to understand the effects of physical activity on their body and supports their gross motor development. n Children's early mathematical understanding is well supported. The childminder plans activities that focus on counting and capacity. She introduces mathematical vocabulary as children explore. She uses words such as 'full' and 'empty' when filling jugs with pinecones. Children have many opportunities to practise counting throughout the session. For example, while washing their hands, children are supported to count to 20.

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need to do better?

11 November 2022 n The childminder teaches children new words. She thinks carefully about the vocabulary she wants children to learn and introduces new words in play. For example, while learning about Remembrance Day, the children used the words 'poppy' and 'war'. However, at times, the childminder asks a lot of closed questions. This does not help children extend their language skills and engage in back-and-forth conversations. n The childminder uses props when reading stories with the children. She encourages them to join in by answering questions and commenting on what they can see in the pictures. This supports their language development. However, at times the children lose interest, and their learning is interrupted by the childminder talking about other things. n The childminder supports children's independence in their learning and self-care routines. For example, throughout the day, children carry out tasks, such as

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need to do better?

putting toys away and setting the table for snack. Children pour their own drinks, cut fruit and wash their own dishes. This helps to prepare children for the next stage in their learning. n The childminder continues her professional development and seeks support from others in the field. For example, she attends courses weekly and shares her practice with other childminders. This strengthens the quality of education for the children. n The childminder has strong partnerships with parents. Parents speak very highly of the childminder and are extremely happy with the support they receive. They are kept up to date with what their child is learning via daily feedback and photos. The childminder sends weekly activities to parents to support home learning. Parents stated that their children feel happy and secure in her care and that their children have made progress since starting with the childminder.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a full understanding of her role and responsibilities to safeguard children. She attends regular training to keep her knowledge up to date. For example, she has had refresher training on the 'Prevent' duty and can confidently identify signs and symptoms that may indicate that a child is at risk of being drawn into extremism. The childminder knows how to report safeguarding concerns to the relevant professionals. She has a written safeguarding policy in place and shares this with parents before their children start at the setting. She ensures the premises are well maintained and clean.

p.3

should:

n provide children the time and space to respond to questions and start

p.3

should:

11 November 2022 conversations n consider ways to sustain children's interest during stories and activities to further develop their concentration.

p.3

Setting details

Unique reference number EY441811 Local authority London Borough of Waltham Forest Inspection number 10235658 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 3 Number of children on roll 3 Date of previous inspection 24 November 2016

p.5

Information about this early years setting

The childminder registered in 2012. She lives in Chingford, within the London Borough of Waltham Forest. She is available to care for children throughout the week from 8am to 6pm. She has a relevant childcare qualification.

p.5

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 provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector discussed the childminder's curriculum and her intentions for children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting by providing written feedback. n The inspector spoke with the childminder and children at appropriate times throughout the inspection.

p.5

Inspection activities

11 November 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 November 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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