Childminder in Islington

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

p.1

The provision is good

The childminder provides children with plenty of love and hugs. This allows children to thrive and form secure relationships with the childminder and each other. Children receive endless praise and warmth from the childminder during interactions. Children snuggle in for cuddles and settle extremely quickly. These strong relationships support children's self-esteem and confidence very well. The childminder models good behaviour. She teaches children to be respectful by modelling, asking and acting on their views. Children say 'please', 'thank you' and ask for things politely when speaking to each other. They behave very well at this setting.

p.2

The provision is good

The childminder places a focus on outdoor learning, walks and visits. She uses every opportunity for children to walk to the local nursery and school at pick-up and drop-off times. The childminder makes best use of the local natural environment and community resources, such as by visiting parks, meeting with other childminders and regularly going on outings to the local library. Children display a strong awareness of road safety and the beauty of nature. They have fun playing games, such as hide and seek, as they walk to the various settings. The childminder uses these outings to encourages children's understanding of the world and develop their social and emotional language and thinking skills.

p.2

The provision is good

Overall, the childminder focuses the curriculum on children's personal and social development. Children regularly meet new children and people, which helps them to develop confidence in new social situations. For example, they stop and avidly watch a bulldozer at work as they pass a construction site. The childminder uses children's interest to promote endless conversations and support their imaginations when designing structures and experimenting with how things work. Children remain engaged and enthusiastic during play and make links with what they are doing.

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need to do better?

n Partnerships with parents are strong. Many children and families have remained with the childminder for some time. The childminder knows families very well, and they keep in contact even as children grow older. She keeps parents well informed about their children's progress and offers ideas for children's learning in the home. Parents speak warmly of the childminder's emotional support for them and the home-from-home feeling in the setting. n The childminder supports children to develop their independence skills well. Children learn to dress and feed themselves. They share 'high fives' with the childminder when they successfully put their shoes on the correct feet. Children display good fine motor skills, such as when scooping and whisking small-world

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need to do better?

11 September 2024 people, and they can identify their differing features, such as those of a firefighter or a grandpa. The childminder provides many opportunities to develop children's gross motor skills, such as using the equipment in the local parks and teaching the children to use the stairs safely. n Children have healthy, nutritious meals and snacks. The childminder encourages children to try new tastes and textures and uses the opportunity to support children's learning. Children notice the shape, form, texture and smell of the foods they eat. They are curious, explorative and focused throughout the activity. n Children learn new words and explore their meaning during their play as the childminder understands what children know. Children can talk about their progress and learn with confidence. Younger children's early communication skills are well supported. For example, they listen and closely attend when the

p.2

need to do better?

childminder reads to them, and they share in turning the pages. n The childminder works hard to maintain quality and develop her own practice. She attends regular professional development opportunities for the benefit of the children. n The childminder has developed an ambitious curriculum for the children who attend. She gathers useful information when children start at her setting. The childminder uses this to sequence children's learning. She knows children well and can talk about what they can do, what she wants them to learn, how they will achieve this and why. However, the curriculum does not fully include opportunities for children to learn and understand about the risks associated with using digital technology.

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 extend children's personal development by including opportunities for them to begin to understand how to keep themselves safe when using digital technology.

p.3

Setting details

Unique reference number 133273 Local authority Islington Inspection number 10351777 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 3 Number of children on roll 3 Date of previous inspection 16 October 2018

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Information about this early years setting

The childminder registered in 1996. She lives Highbury, in the London Borough of Islington. The childminder operates Monday to Friday, from 8am to 6pm, throughout most of the year. She has a relevant early years qualification. The childminder provides funded early education for two-year-old children.

p.4

Inspection activities

n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector spoke to the parents during the inspection and sought their views. n Relevant documentation was available for inspection, including policies and procedures, first-aid qualifications and suitability checks. n The childminder and the inspector carried out a learning walk together indoors and outside. The childminder showed the inspector around the areas of her home that children access. They discussed how the childminder organises her setting, plans activities for children and keeps them safe. n The inspector held discussions with the childminder and children throughout the inspection.

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Inspection activities

11 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

11 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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