Childminder in Islington

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children arrive happy and continue to be settled during their time in this setting. If children become unsure or unsettled, the childminder reassures them by hugging and singing their favourite song. Children display positive attitudes towards their learning and recent experiences. They help and support each other. Children feel confident and independently choose their own activities. They explore the setting by themselves and become increasingly independent to meet their own needs.

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The provision is good

The childminder has a clear understanding of what she would like children to learn next. She offers children several outings, to playgroups, soft-play centres and libraries, to support their development and interests. The childminder praises and celebrates children's achievements. This is evident across all age groups of children. For example, while babies clap and cheer for themselves, older children share and talk about a recent visit to a show with their families.

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The provision is good

Children have access to a variety of art materials and role-play equipment, to express themselves and their ideas freely. The childminder understands boundaries and respects children's wishes. For example, she asks babies' permission before putting them in their seats.

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need to do better?

n The childminder establishes back-and-forth conversations with children. She encourages them to speak about their experiences, likes and dislikes. For example, the childminder mentions their recent visit to the zoo and asks which animal was the children's favourite. Children respond and talk about the giraffes they saw. The childminder uses rich vocabulary to explain and describe situations and items around them. For example, she talks about the snowman children made and recalls that the snow was cold. She encourages children to remember how they built their snowmen. n Children's behaviour is calm, and they are considerate of each other. They treat each other and the childminder well and with respect. Babies enjoy observing older children while they are engaged in activities. Older children support babies' learning by showing them new skills. For example, they show them how to use their fingers for the actions of a song.

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need to do better?

n The childminder supports children's fine and gross motor skills, indoors and outdoors. For example, during soft-play sessions, children learn how to move safely in different ways; they take long walks in local parks and attend dancing sessions. Children choose from different materials for mark making. They play with toys with buttons and magnetic strings. Children demonstrate good coordination as they slice fruits for their snack. n Children actively learn how to keep themselves safe and healthy. For example,

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need to do better?

14 December 2022 children know how to wash their hands before meals and after using the toilet. The childminder turns hygiene routines into a fun activity by singing the 'Happy Birthday' song with them. Children also learn how and when to contact the emergency services during their role play. When the childminder asks them about the phone number to call for the ambulance, children reply, '999'. n The childminder supports children's emerging literacy skills through reading books, telling stories and introducing new vocabulary. Older children begin to understand that written texts have meaning. For example, they recognise their names on a paper and look at the written language on the books independently. The childminder uses phonics to sound out the initial letters of words throughout the day. Younger children enjoy learning new words through nursery rhymes. n Children play independently with shape sorters. They are able to identify the

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need to do better?

shapes by their names. The childminder provides vocabulary for the sizes of items in every opportunity. For example, when children talk about dinosaurs or show her a blueberry, she introduces new vocabulary, such as 'tiny' and 'enormous'. n The childminder has established strong partnership with parents. For example, she supports parents when children are going through transitions. n The childminder does not consistently offer opportunities to expand children's experiences with mathematics. For instance, she does not use language throughout the daily routine and children's play to encourage them to count and understand numbers.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has secure knowledge and understanding of how to recognise different types of abuse. She follows the local referral procedures and knows the contact details to report any safeguarding concerns and allegations. Parents also receive the safeguarding policy digitally when their children start, and the referral procedure is available to them in the setting. The childminder has a secure routine to assess the risks inside of her home and outside during outings.

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should:

n widen opportunities for older children to develop their mathematical skills, to support their counting skills and awareness of numbers.

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Setting details

Unique reference number EY435681 Local authority Islington Inspection number 10235597 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 3 Date of previous inspection 20 February 2017

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Information about this early years setting

The childminder registered in 2011. She lives in the London Borough of Islington. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday. She provides funded early education for children aged three and four years.

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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 provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector discussed the intent, implementation and impact of the activities within the curriculum. n The inspector observed children's interactions with the childminder and with each other. n The inspector gathered feedback from parents. n The childminder and the inspector held detailed discussions about safeguarding arrangements and the childminder's procedures. n The inspector reviewed statutory documentation.

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Inspection activities

14 December 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

14 December 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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