Gorman, Sarah Alexandra

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 are happy and confident in this inclusive, home-from-home setting. They benefit from the childminder's kind and caring approach. She builds strong relationships with children and offers them affectionate care and attention throughout the day.

p.2

The provision is good

The childminder carefully considers how to support children to develop their self- esteem and confidence. She promotes self-confidence by encouraging children to make simple choices. As such, children are confident to express their thoughts to the childminder, and she values their different ideas and choices. The childminder is respectful of them, asking, 'Can Sarah check your bottom?' when seeing if a nappy needs changing. This is reflected by the children who regularly say 'please' and 'thank you'. It also introduces the children to appropriate boundaries from a young age.

p.2

The provision is good

The childminder's curriculum is planned around her observations of children and what they need to learn next. This supports children to consolidate their previous learning and ensures that they continue to make progress. Children are at the centre of the curriculum. Activities are planned around their interests, and the learning is often furthered by the children, with them taking the lead. This ensures that children develop a positive attitude to learning and encourages the development of good attention skills that will support future learning.

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need to do better?

n The curriculum for communication and language supports all children to become confident speakers. The childminder responds well to what children are saying and leads high-quality interactions. She supports younger children to develop their communication and language skills through singing nursery rhymes with them, and children enthusiastically join in with these. n The childminder is skilled at using incidental learning opportunities to help children to develop their knowledge. For example, children count the number of eggs in a duck's nest when they see this on their walk, and together, they name the colours of blocks they are building with. n The curriculum incorporates opportunities for children to attend a range of stay- and-play groups within the local community. This supports them to develop the necessary social skills to build friendships. Additionally, they visit their local library and attend rhyme time. This helps the children build on their early literacy

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need to do better?

skills. n The childminder gives children time to develop their individual interests and play through lots of free play. Children enjoy this, developing their imaginations as they play.

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need to do better?

6 June 2024 n Children are supported well to keep themselves healthy. The childminder promotes children's physical development as they visit the park, go on walks and play in the garden. Children are encouraged to try healthy foods, such as blueberries, during snack routine, which helps them to understand about healthy food choices. n Activities are adapted to ensure that they are appropriate to the developmental level of the child. That said, the childminder has not focused her professional development sharply enough to enhance her understanding of clear and sequenced learning intentions. She does not always have a clear learning intent for the activities she plans. n The childminder is consistent with her behaviour management, which ensures that children feel safe and settled. This supports children to behave well and builds positive relationships with others. n The childminder takes the time to get to know each child she cares for, working

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need to do better?

closely with parents, both when they start and throughout their time with her. All children have clear next steps to support them in their development on their road to their next setting. n Children with medical needs are provided with the same opportunities and are fully integrated into all learning and activities. The childminder is able to ensure that this is the case due to the close relationships with parents and by ensuring that strong risk assessments are in place. n Parents praise the warm and caring environment that the childminder offers their children. They report that they feel involved in the care and teachings that are provided due to the childminder's excellent communication. This allows parents to support the children's learning at home. n The childminder attended training to improve her knowledge and skills on behaviour management and ways to support children with special educational

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need to do better?

needs and/or disabilities. This ensures that she is equipped to appropriately support these children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n ensure that the intended learning of planned activities is clear to fully support children's progress n identify a plan for professional development to further enhance the quality of education.

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Setting details

Unique reference number EY501668 Local authority Enfield Inspection number 10335310 Type of provision Childminder

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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 4 Date of previous inspection 11 June 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Enfield, in the London Borough of Enfield. She operates during school term-time only, from 8.30am to 5pm, Tuesday, Wednesday and Thursday.

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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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n Parents shared written views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

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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

6 June 2024 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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