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 Not applicable

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The provision is good

Children arrive happy and settle quickly into the setting. It is clear they have secure relationships with the childminder and his co-childminder. They are familiar with routines as they find a cushion and sit down to eat a morning snack with their friends. Children learn to share and take turns as they choose which fruit they would like to eat. They are encouraged to develop polite behaviours as they say 'please' and 'thank you'. The childminder and his co-childminder provide children with regular praise to build their self-esteem. This has a positive impact on children's confidence in taking the lead in their play.

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The provision is good

Children are excited to engage in mark-making experiences. They are encouraged to talk about what they have drawn. Children excitedly announce they have drawn a helicopter. The childminder extends this conversation to introduce new vocabulary, such as 'propellers'. The childminder plans an exciting range of learning experiences, which children enjoy. For instance, young children enjoy using tools such as whisks and spoons to mix water and soil. This helps to develop their finer manipulative skills. Children are excited to show off the mud cakes they have made. The childminder follows children's interests and takes their lead. For example, when children show an interest in playing with balls, he uses the opportunity to teach children how to roll and play catch. He and his co-childminder monitor all children's progress to help ensure that they are making good progress.

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need to do better?

n The childminder has a clear understanding of what children need to learn. Overall, he focuses his teaching to support them. For example, he consistently models language to young children to extend their vocabulary. However, older children, who are very capable, require further challenge during their play to help them to engage more deeply. n Children are developing positive attitudes to their learning. They are involved in keeping their environment tidy and safe. For example, they are eager to tidy away the train and tracks before heading outside to play. They are motivated by the consistent praise and recognition they receive as the childminder recognises their achievements. n Children are developing valuable skills to support their eventual move to school. They listen attentively to stories and talk excitedly about the animals they can see. They can follow instructions and learn to take care of their personal needs.

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need to do better?

For example, children can wash their own hands and wipe their noses. This is supported by both childminders, who teach them about the importance of good personal hygiene. n The childminder models positive behaviours. He encourages children to work together and be kind to one another. The impact is that children are developing

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need to do better?

19 May 2023 close relationships. Older children are quick to offer their younger friends a popular resource when they are asked if they can share. They receive positive reinforcement for their cooperative behaviour. n Children are extremely independent as they confidently make choices about their play. Younger children very quickly become immersed in their role play. They strap dolls into a buggy and proceed to take them for a walk around the garden. Older children are confident to express their wishes. For example, they request to have more water to support their play. n The childminders have established strong partnerships with parents. This helps to promote a consistent approach towards children's care. Parents comment that their child is always excited to go to the childminders' home and describe how the childminder and his co-childminder have created a 'wonderful place' for the children. Parents say that the childminders uphold values of professionalism,

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need to do better?

kindness, respect and love, and they feel the benefit of these values in their child's developing character. n The childminder demonstrates a commitment to his continued professional development. He has attended regular courses to enhance his knowledge and understanding of child development. He is currently working towards a forest school qualification. The impact of this can been seen in the quality of outdoor learning experiences offered to children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good safeguarding knowledge. He knows the procedures to follow should there be concerns about a child's welfare. He has attended appropriate training to reinforce his safeguarding role and responsibilities. The childminder and his co-childminder maintain a safe home environment. They maintain effective risk assessments to minimise risks inside and outside of the setting. They have a separate risk assessment in place for their pet dog. This is shared with parents. The childminder continually teaches children how to stay safe. The impact is that children learn to use resources such as the slide safely.

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should:

n strengthen the planning and implementation of learning experiences to enhance children's learning even further.

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Setting details

Unique reference number 2598542 Local authority London Borough of Waltham Forest Inspection number 10265305 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in December 2020 and lives in the London Borough of Waltham Forest. He works with his wife, who is also a registered childminder. They operate all year round from 8am to 6pm, Monday to Friday.

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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 setting. n The childminder showed the inspector the premises and discussed how he ensures that they are safe and suitable. n The childminder talked with the inspector about what he wants children to learn and how the curriculum is planned. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector carried out a joint observation of a planned creative learning experience. n The inspector looked at relevant documentation and reviewed evidence of the suitability of adults working in the setting. n The inspector took account of parents' written views.

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Inspection activities

19 May 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

19 May 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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