Childminder in Enfield

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

p.1

The provision is good

Plenty of love and cuddles allow children to thrive and form secure relationships with the childminder. They receive endless praise and warmth during interactions. Young children snuggle in for cuddles and settle extremely quickly. Quality reciprocal relationships mean that children's self-esteem and confidence are supported very well. The childminder models good behaviour. She teaches the children to be respectful by demonstrating her respect for their views. They say 'please', 'thank you' and 'please may I have' when speaking to each other. Children behave very well at this setting.

p.2

The provision is good

Children show that they are keen learners. They persevere in self-chosen challenges. For instance, they concentrate as they stick coloured paper onto their butterfly pictures. Children also show good hand-to-eye coordination as they carefully paint egg cartons to represent the caterpillar they have been learning about. The childminder showers children with an abundance of praise and encouragement. This helps to promote pride in their achievements. They remain engaged and enthusiastic at play and make links with what they are doing.

p.2

The provision is good

Children have daily opportunities to explore their local community. The childminder plans activities outside the home to give children new social experiences. She recognises that children may not have experienced as many of these during the COVID-19 pandemic. The childminder focuses her curriculum on children's personal and social development. Children attend regular playgroup sessions and go on trips to the local park, farm and library. They meet new children and people and develop confidence in new social situations.

p.2

need to do better?

n Partnerships with parents are strong. Many children and families have remained with the childminder for some time. The childminder knows families very well, as they belong to the same community. She keeps parents well informed of children's progress and offers ideas for learning in the home. Parents speak warmly of the childminder's emotional support for them, and they relish the daily updates and photographs sent online. n Children develop their independence skills well. They wash their hands and help the childminder to prepare their snacks and lunch. The childminder provides good support for children's learning during activities and routines by giving children choices, for example, from a range of fruits. Children have healthy, nutritious meals. They are encouraged to try new tastes and textures. When they are unsure, or unfamiliar with a particular type of fruit, the childminder uses the opportunity to support learning. They notice the shape, form, texture

p.2

need to do better?

and smell of the fruit and carefully throw the pip away in the recycling bin.

p.2

need to do better?

30 January 2023 Children are curious, explorative and focused throughout the activity. n Children learn new words and explore meaning during play, such as 'tweezers' when picking up small-world pieces and sorting the shapes and colours. The childminder understands what the children know. She can talk about their progress and learning with confidence. Children's early communication skills are well supported. n The childminder works very hard to maintain quality and develop her own practice. She takes time to seek out new training. She attends local networking groups and responds quickly to changes and updates in the sector. The childminder is motivated to read, review and reflect on these changes to improve the service she provides. n The childminder has developed an ambitious curriculum for the children who attend. She gathers useful information when children start at her setting and uses this to sequence their learning. The childminder knows the children well.

p.2

need to do better?

She can talk about what they can do, what she wants them to learn, how she will do this and why. However, the curriculum does not fully include opportunities for the children and their families to learn and understand about the risks when using digital technology and where to get support should they need it.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The arrangements for safeguarding are effective. The childminder thinks carefully about how to create a safe environment for children. She implements effective safety measures so that children are protected from harm. The childminder has a good knowledge of the signs and symptoms of abuse. She is clear on the procedure to follow if any concerns arise about a child in her care. The childminder is aware of the possible signs that a child may be at risk of exposure to extreme views and behaviour. When on outings, she carries out careful risk assessments of the venues to ensure that the children are kept safe.

p.3

should:

n extend children's personal development by including opportunities for them to begin to understand the risks when using digital technology.

p.3

Setting details

Unique reference number EY416398 Local authority Enfield Inspection number 10263334 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 1 Number of children on roll 1 Date of previous inspection 27 April 2017

p.4

Information about this early years setting

The childminder registered in 2011. She lives in the London Borough of Enfield. She operates her service from Monday to Wednesday, 8am until 5pm, throughout most of the year. She holds an appropriate early years qualification. Currently, there are no children at the setting in receipt of early years funding.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder and the inspector took part in a joint observation of children engaged in an activity. They discussed what the intention was and the quality of teaching and learning that they observed. n The childminder spoke to the inspector, as part of the learning walk, about the intentions for children's learning. n The inspector read recent reviews and surveys completed by parents and took account of their views. n The inspector observed the quality of education being provided, and assessed the impact on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

30 January 2023 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

30 January 2023 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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