Childminder in Hackney

Overall effectiveness Good

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

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The provision is good

Children learn to quickly settle at the childminder's home through an effective settling-in process. The childminder completes home visits and has ongoing conversations with parents. This helps her to gain an understanding of each child, so they feel safe and secure, ready to begin their learning. The childminder provides a calm atmosphere, which helps children to follow routines and expectations from the first day. The childminder and her assistants are positive role models, who are ambitious for every child to succeed. On arrival, the childminder greets children with a song to gently ease them into the day of learning. Children learn the skill of putting their coats on their named peg. They quickly begin to learn the expectations and follow boundaries. Children have a good attitude to their learning and respond well when learning new skills.

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The provision is good

The childminder provides a wide range of learning experiences to build children's language skills and confidence. For example, in the morning, children start their day by preparing bread rolls at the table. They learn through the childminder modelling this new skill, which will become part of their daily routine. Children watch and copy how to roll and knead the dough before placing the rolls on an oven tray to cook. They later excitedly recall that they need to take their baked roll home to eat later. This helps children to begin to learn the routines of the day.

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need to do better?

n The childminder creates an ambitious curriculum. Children learn in sequence so that they build a strong knowledge of each area of learning. The childminder encourages children to be curious and explore so that they expand their learning and begin to problem-solve independently. She gives children time to think for themselves and manage their feelings. The childminder uses techniques so children can make choices. As a result, young children behave well. n The childminder attends regular training to make sure that her knowledge and skills are up to date and relevant. She ensures that her assistants have completed all the necessary training to safeguard children. In addition, regular ongoing discussions between the childminder and her assistants ensure that teaching methods are consistent and support children. This helps them to meet children's individual needs. n The childminder and her assistants sing to children throughout the day. Children

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need to do better?

are beginning to recognise some familiar songs and recall some key words they hear. For example, in the garden, the childminder sings a nursery rhyme. Children recognise the song from the previous day. They happily follow the actions and trot in a circle as they recall some words from the rhyme. n During children's play, the childminder introduces vocabulary through storytelling and puppetry. Children listen and watch in awe as stories are brought to life with

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need to do better?

10 September 2024 props. As children share these experiences, the childminder gives them time to respond. This helps children to feel they are valued and listened to. n Children build their physical development. When in the garden, the childminder encourages children to fill and pour water from containers. Children jump and hop, taking risks as they play. When indoors, they develop their small finger muscles, such as during bread making. n Children have lots of opportunities to explore and be curious throughout the day. They use wooden pipes to transport stones down the slope. They experiment with the various sizes to see how quickly the stone will roll. They later swap stones for cars, as they realise that cars will move quicker. Children express delight in their experiment, and the childminder praises them. n Parents speak positively of the childminder and her assistants. They appreciate the individualised settling-in process. This helps to reassure them that their

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need to do better?

children are ready to begin at the setting. Parents say that they receive regular communication and photos so that they understand what their child is learning each day. This helps parents to extend their children's learning at home. n There is a strong focus on children learning independence in the childminder's home. Before mealtimes, children wash their hands. They learn how to put on and take off their shoes and coats and are proud of their learning. However, when children are learning toileting skills, they do not always have adequate privacy. As a result, they do not learn the skills of independent bathroom needs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n review the arrangements for nappy changing and potty use so children learn the importance of privacy and respect in their own personal care.

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Setting details

Unique reference number EY536640 Local authority Hackney Inspection number 10351503 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare 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 17 September 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Stoke Newington, in the London Borough of Hackney. The childminder operates during term time, from 8.30am to 3.30pm, Monday to Wednesday. She provides the government funded places for childcare for two- and three-year-old children. The childminder operates in line with the Steiner educational philosophy and has an official exemption for some aspects of the areas of learning. She works with assistants.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their blend of the early years foundation stage and the Steiner curriculum. n The inspector observed interactions between the childminder, her assistant and the children. n The inspector spoke to parents and took their views into account. n The inspector looked at relevant documentation and reviewed evidence of the suitability of the assistants working with the childminder.

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Inspection activities

10 September 2024 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

10 September 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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