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 Inadequate

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The provision is good

Relationships between the childminder and the children she cares for are warm. She knows the children well and plans a curriculum focused on their interests and supporting their development. This has a positive impact on the children who attend. Children develop their communication skills because the childminder encourages them to talk throughout the day. She sings songs with children which they join in with. She follows children's interests. For example, children show an interest in animals, so the childminder sings 'Old MacDonald Had a Farm'. The children love making the noises for each of the different animals and show the childminder the equivalent toy animal as they make the sound.

p.2

The provision is good

Children are happy here. They love to spend time in the childminder's garden where they develop their physical skills by climbing, jumping on the trampoline and digging in the sand. The childminder helps young children to take turns. She praises them and says 'thank you' when they share toys. This supports children to use good manners and to notice when others do kind things for them. Children's independence skills are encouraged by the childminder. For example, while playing with a shape sorter, she helps them the first time. She then asks them to try and match them without her help, naming the shapes as they post them through the holes.

p.2

need to do better?

n The childminder has worked hard to address the actions from the previous inspection. She plans a curriculum based on the interests and developing needs of the children attending. When working with children, she has in mind what she would like them to learn at all times. She builds on their prior experiences to support them to make progress. She attends training and works with the local authority to continuously develop her practice. n Children's early language and communication skills are well supported by the childminder. She encourages young children to talk. She models language all the time by talking to the children about what they are doing. For example, while a child is pretending to cook in the role-play area, she suggests things he might be cooking. She says 'mmm, this smells good, it's making me hungry.' She responds to the words and sounds they make, demonstrating her understanding of what

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need to do better?

they are trying to communicate and modelling the correct pronunciation of the words. Children use signs to indicate their needs. For example, they touch their nappy to indicate they want to have their nappy changed. n The childminder provides a wide range of mark-making resources and children love to practise their drawing. Although the childminder has a selection of books available, children are not actively encouraged to sit and look at these on their own or with their friends. This does not support children to develop an early love

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need to do better?

25 July 2023 of reading. n The childminder teaches the children about the importance of sharing and taking turns. She encourages children to be kind towards each other. When children struggle to share, the childminder distracts them to change the behaviour. However, the childminder could provide further support to help children develop the skills to self-regulate their behaviour. n Children's health and well-being are supported by the childminder. She helps children to wash their hands before they eat. She reminds them not to touch anything once they have clean hands and are ready to eat. She provides fruit, crackers and bread sticks and helps them to use forks to feed themselves fruit. They have lots of access to fresh air through regular visits to local parks, libraries and soft-play provision. n Parents praise the childminder's welcoming and caring manner. They enjoy the photos the childminder shares with them so they can see what their children

p.2

need to do better?

have been doing. They appreciate her flexibility and value that she has enabled them to return to work.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her safeguarding responsibilities. She is able to talk about the signs which might indicate a child is at risk of harm and can describe the procedures to follow to report a concern. She can talk about safeguarding issues, such as the 'Prevent' duty and female genital mutilation, and the importance of being aware of the signs of these. She conducts regular risk assessments to ensure the spaces used by children are safe. She has completed first-aid training and keeps a record of any injuries or accidents, which she shares with parents and carers.

p.3

should:

n further support children to understand how their actions impact on others and support them to begin to self-regulate their behaviour n provide further opportunities to support children to develop a love of books and reading.

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Setting details

Unique reference number 2595918 Local authority London Borough of Waltham Forest Inspection number 10282065 Type of provision Childminder Registers Early Years Register Day care type Childminder

p.4

inspection

Total number of places 3 Number of children on roll 5 Date of previous inspection 16 February 2023

p.4

Information about this early years setting

The childminder registered in November 2020. The home is situated in Walthamstow, in the London Borough of Waltham Forest. The childminder provides care between 8.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She provides early years funding for two-, three- and four-year-old children.

p.4

Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents' views of the childminder were shared with the inspector. n The childminder provided the inspector with a sample of key documentation on

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Inspection activities

request. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable.

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Inspection activities

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

25 July 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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