Haque, Farida

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

Children are happy and settled with the childminder, who has a warm and caring relationship with them. The childminder has a clear focus on what children need to learn next, for example their early speaking and listening skills. She asks questions and talks about the things that children are playing with and the household objects they are looking at. The childminder counts with children throughout the day to introduce them to early numbers. Children make progress in their learning because the childminder plans activities to support their interests and stages of development.

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The provision is good

Children's behaviour is good. From a young age, the childminder teaches children to use good manners. This helps children use them naturally as they become more verbal. The childminder supports children to persevere if they find something tricky. For example, when using a shape-posting toy, she allows time for children to try to post the shape independently. When children find this difficult, the childminder points to the correct hole and encourages them to take time to post the shape successfully. She repeats the name of the shape as they do, and she cheers and claps with them when they achieve their challenge.

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need to do better?

n Since the previous inspection, the childminder has attended additional training and worked with the local authority. She plans and delivers a curriculum to support all children's learning, including those children with special educational needs and/or disabilities (SEND), to ensure that they make continued progress. The childminder demonstrates an understanding of the checks that need to be carried out at different stages of a child's early education. n The childminder plans activities to support children's fine motor control. For example, she supports children to use crayons and make dots and squiggles to practise putting different pressure on crayons. Children use cause-and-effect toys, which encourage their movements of pushing and wiggling. n The childminder takes children on regular walks within the local area to the library, shops and parks. Children enjoy the opportunity to meet different people

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need to do better?

and notice things in the world around them. Children's physical skills are supported in the childminder's home. For instance, she arranges the furniture to support children's early walking skills. However, the childminder does not consider how to use the outside space to enhance children's physical development and well-being further. n Children access a range of books, which help them to develop an early love of reading and being read to. They enjoy choosing books, which they take and sit at a table so they can flick through to decide if it is the one they want to read. The childminder moves over so they can look at the book together, pointing to

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need to do better?

29 August 2023 the pictures and talking about what they can see on each page. n The childminder helps children to settle when it is time to have a sleep. She asks if they would like milk, and they walk together to get their bottle. The childminder supports children to hold their milk bottle as they drink it before laying in the cot. She sings songs and pats them gently to help them to fall asleep. She supports children's behaviour by being calm and positive throughout the day. n Young children are encouraged to use their voices. They babble as they look out of the window, and the childminder repeats back the sounds they say. Children join in when the childminder sings, and she responds to the words they say by including these as part of her song. This supports children to begin developing early conversation skills as they feel that part of the two-way flow of sounds. n The childminder works closely with parents before children start, to ensure that

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need to do better?

she has a good understanding of their starting points and areas for development. Parents feel that their children make progress because of the childminder. They report that children communicate more with them at home and their physical development is improving.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her safeguarding responsibilities. She describes the signs that may indicate a child is at risk of harm and the process to report a concern about a child's welfare. The childminder attends regular safeguarding training, which covers a range of safeguarding areas, such as the 'Prevent' duty. She understands the importance of internet safety and shares information with parents to help them understand the risks and how to keep their children safe online at home. The childminder has completed first-aid training and carries out regular risk assessments to ensure that the environment is safe for children.

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should:

n provide more opportunities to develop the physical skills of children who prefer to learn outdoors, to further support their physical development and well-being.

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Setting details

Unique reference number EY221259 Local authority Enfield Inspection number 10265435 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 1 Date of previous inspection 31 October 2022

p.4

Information about this early years setting

The childminder registered in 2002. She lives in Edmonton, in the London Borough of Enfield. She operates all year round, from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays.

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 setting. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the childminder organises their early years setting, including the aims and rationale for the curriculum. n The inspector spoke to the childminder about how she supports children with SEND. n The childminder and the inspector discussed how the curriculum is implemented and the impact on children's learning. n Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

29 August 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

29 August 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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