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

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The provision is good

Children enjoy attending this warm and welcoming setting. They arrive happily to a warm greeting. The childminder meets children's individual needs and understands their interests. This helps children to feel safe and secure and motivates them to learn. Children have choices in their play and tidy up after themselves. Children learn about differences and learn to respect different cultures. For example, they learn about festivals such as Chinese New Year through storybooks and visits in the local community.

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The provision is good

Children learn to communicate well through the skilful encouragement of the childminder. For example, children choose nursery rhymes to sing and carry out the actions to support their understanding. Children access books, which helps to provide a greater understanding in their play. For example, when exploring animal books, children understand the features and sounds of each species. The childminder introduces props to bring the story to life and extend children's knowledge.

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The provision is good

The childminder provides paints during creative play to help children explore the creation of new colours through mixing and experimenting. Children develop their fine motor skills. For instance, they learn to hold a paintbrush correctly. During outdoor play, children develop their gross motor skills, such as through running, jumping, catching and hopping. The childminder praises children's achievement, which supports their confidence.

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need to do better?

n The childminder gets to know children well through an effective settling-in process and ongoing conversations with parents. This helps to ensure that children's individual needs are well known and supported. n Children gain good communication and language skills. The childminder labels and extends children's language to support their vocabulary and understanding. For example, during a creative activity, the childminder clearly names the various resources that can be used. n Children learn mathematical language through counting and comparing resources. For example, when walking downstairs, the childminder and children count the steps together. The childminder teaches children further mathematical language when she compares 'big', 'small', 'tall' and 'short' animals. n Children are encouraged to explore and learn through trial and error. For example, children compare the size of some figures and attempt to stack one on

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need to do better?

top of the other. Through negotiation and problem solving, children begin to understand that figures should be stood alongside one another to compare sizes. This supports children to learn independently.

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need to do better?

2 March 2023 n The childminder provides a wide variety of different resources to support all areas of children's development. She ensures that resources provide challenge and support children to make good progress. n Overall, children develop their independence skills well. They are encouraged to feed themselves and pour their own water at mealtimes. Children understand good hygiene practices. For example, before mealtimes, children wash and dry their hands to minimize the risk of infection. n The childminder encourages children's positive behaviour. She understands each child and works with parents to ensure consistent approaches. n The childminder supports children's creative development. For example, children have access to play dough, paints, crayons, chalks, pens and crafting materials. This helps to support children's imaginations to create pictures and collages of their choice. n Children learn about good oral health. They access resources to practise their

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need to do better?

skills. In addition, children are encouraged to brush their teeth after mealtimes. This supports good health practices. n Occasionally, children are not provided with enough time to process information to respond to questions. The childminder, at times, will answer on behalf of children, which does not support children to vocalise their thoughts. n The childminder does not consistently promote children's independence and self- care further. For example, she does not provide opportunities for children to put on their own outdoor wear, to help to prepare them for school.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a sound knowledge of her safeguarding responsibilities and knows the signs and symptoms of abuse. She has a good awareness of who to make a referral to, if required. The childminder has a good knowledge of indicators that a child could be at risk of extreme ideas or behaviours. She understands the relevant agencies to refer to with her concerns. The childminder has a fire drill in place within her home and completes regular risk assessments to ensure that the premise remains safe and suitable for children. She makes sure that her environment is clean, to protect children from illness and accidents.

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should:

n allow children time to process information and respond to questioning n make better use of all opportunities to encourage children's independence throughout their everyday activities and routines.

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Setting details

Unique reference number EY487473 Local authority Enfield Inspection number 10264711 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 6 Date of previous inspection 22 June 2017

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Information about this early years setting

The childminder registered in 2015. She lives in the London Borough of Enfield. The childminder operates all year round, from 7am to 6pm, Monday to Friday, except for family holidays. She provides funded early education for two-, three- and four-year-old children. The childminder holds an appropriate qualification at level 4.

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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 childminder. n The inspector and childminder had a tour of the home and discussed learning intentions of resources provided. n The inspector spoke with parents and took their views into account. n The inspector observed the interactions between the childminder and children. n The childminder looked at relevant documents, including paediatric first-aid certificates, insurance and training.

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Inspection activities

2 March 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

2 March 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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