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

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The provision is good

Children show that they feel secure in this nurturing environment. They form strong bonds with the childminder, who is very attentive to their emotional needs. Children come to her for cuddles and affection, to share books and stories and to show her their achievements. The childminder sings songs and rhymes with children, and they join in with the actions and movements. Children are happy in the childminder's care and engage cheerfully with visitors too.

p.2

The provision is good

The childminder helps children to express their feelings, and they can tell her if they feel happy or sad. This enables children to begin to understand their emotions and manage their own behaviour.

p.2

The provision is good

Children are confident and explore the environment. They are surrounded by familiar books and resources that extend their learning. The childminder praises the children and supports them with turn-taking and sharing. This encourages children's self-esteem and strengthens relationships.

p.2

The provision is good

Children have various opportunities to play outside, both in the garden and in local parks. The childminder takes them to use the local toy library and to stay-and-play sessions. Children can then play and learn with a wider group of children and enjoy the added variety these trips bring.

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need to do better?

n Parents are very happy with the care their children receive. They feel that they are kept up to date with their children's learning and development and enjoy the photos the childminder sends them. Parents comment that they feel able to make suggestions about local places to visit and that the childminder follows these up. They value the close relationships that the childminder has with the children. n Children are well behaved in the setting. They are encouraged to be polite and to consider younger children. They play well alongside each other and are respectful to the childminder. Children listen and follow instructions well. This helps them to develop the ability to cooperate and concentrate. n The childminder knows the children well. She has invested time and effort in gathering information from parents and observing children so that she understands what they know. This then ensures that she can build on this

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need to do better?

learning and further develop children's knowledge for the future. n Children are encouraged to celebrate diversity. The childminder offers many opportunities to involve children in festivals that teach them about the wider community. For example, children are learning about Easter in an age- appropriate way and will soon celebrate Eid with cards to take home to their

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need to do better?

5 April 2023 families. This helps to ensure that children have a good understanding of the world around them. n The childminder talks to children in this language-rich environment. She continually offers children new words to describe the things that they point out. For example, the childminder says 'yellow egg yolk' as they look at Easter eggs in a picture and talk about real eggs. This develops children's vocabulary and builds on their language development. n Children have some opportunities to develop their imaginative and role-play skills. For example, children can look at books and pretend to be hopping bunnies. However, the childminder has not thought through how she can extend this further, for instance with more role play and real-life experiences. n The childminder is a positive role model. She encourages children to be polite and thoughtful. The childminder encourages children to make choices and

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need to do better?

respects their opinion. This develops children's confidence and self-esteem. n The children enjoy the clear routine set by the childminder. They are able to predict what they might do next and are happy to cooperate with simple tidy-up routines and setting up for meals. Children feel safe and secure in the childminder's care, and this supports their all-round development. n Children have access to a curriculum that includes all mathematical concepts. For example, children play with water and explore the concepts of floating and sinking, and full and empty. The childminder includes number, shape and colour in all the conversations she has with children. This helps children to develop a strong mathematical foundation.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands how to keep the children in her care safe. She can confidently explain the signs and symptoms that would lead her to be concerned about a child. The childminder ensures that her professional development is up to date and knows about the safeguarding issues that the local community might face, for example early radicalisation and issues relating to the 'Prevent' duty. The childminder knows who to speak to in the local authority to report her concerns. The childminder prioritises the children's safety and well-being. Both the indoor and outdoor play spaces are risk assessed by the childminder every day before the children arrive and during the day as necessary.

p.3

should:

n ensure children are given further opportunities to develop their imaginative skills through everyday real-life role play.

p.3

Setting details

Unique reference number EY487637 Local authority London Borough of Waltham Forest Inspection number 10280677 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 6 Number of children on roll 3 Date of previous inspection 25 September 2017

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Information about this early years setting

The childminder registered in 2015. She lives in Walthamstow, in the London Borough of Waltham Forest. The childminder operates Monday to Friday, throughout most of the year.

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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 childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

5 April 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

5 April 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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