Yasmin, 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 Good

p.1

The provision is good

The childminder builds positive relationships with all children. She skilfully and sensitively supports new children to settle in. For example, she gives them lots of reassurance, cuddles and favourite activities. Very young children are fascinated by sounds and lights as the childminder shakes light-up toys. They quickly settle when they first arrive. The childminder knows all children well, what they know and can do. Children demonstrate that they feel safe and emotionally secure.

p.2

The provision is good

The childminder provides many opportunities to help to develop children's sense of community and their understanding of the natural world around them. Overall, children benefit from a wide range of experiences to support their learning. For example, during a walk, the childminder engages in conversation and promotes early mathematics. She keenly encourages children to count the ducks. Children excitedly point to the ducks and tell the inspector about them swimming in the river. Children grow in confidence. The childminder plans outings in the local community, and children enjoy daily walks to and from local nurseries and schools. This helps to support children's good physical health.

p.2

The provision is good

The childminder is a positive role model and has high expectations for all children's behaviour. Children behave very well. For example, the childminder teaches them the importance of keeping safe, such as while they cross the road, to help to develop their awareness of road safety.

p.2

need to do better?

n Overall, the childminder is keen to develop children's communication skills, and she places a strong emphasis on their personal, social and emotional development. For example, the childminder plans trips to local groups to help to develop children's skills in social situations. n Overall, children benefit from planned opportunities and experiences they enjoy. For example, they keenly roll dough, using a range of tools. They show pride in their achievements, such as when they keenly point to different shapes they cut in the dough. However, the childminder does not consistently help children to become excited and enthusiastic about their learning, to deepen their engagement further. n The childminder plans experiences which are based on children's interests to help them to focus on their learning. Children are motivated and keen to learn, and they make progress. For example, they are engaged for long periods when

p.2

need to do better?

they match and sort brightly coloured magnetic letters and numbers. The childminder supports children to find the letters of their name, to help to develop their early literacy skills. Children are also beginning to identify, name and match colours.

p.2

need to do better?

17 September 2024 n The childminder understands the importance of early reading skills, and she encourages a love of books from an early age. For example, she provides many books for children to access independently. Very young children enjoy looking at picture books with the childminder. They smile as the childminder points to and names different animals. n The childminder holds back-and-forth conversations with children during their play and learning, and she occasionally models new language. However, she is not consistent in her approach to embedding children's communication and language skills even further. For example, the childminder does not consistently repeat words and use the correct pronunciation. n Engagement with parents is good. The childminder finds out key information before children start. For example, she finds out very young children's routines from home, to help to support their emotional well-being and promote a

p.2

need to do better?

consistent approach. The childminder communicates with parents daily to keep them well informed of children's learning and activities they enjoy. n The childminder has built positive relationships with other professionals. For example, she regularly communicates with local authority advisers and invites them to her home to identify areas she can improve. This helps the childminder to frequently evaluate her service so that she can provide good-quality inclusive care and education for all children. The childminder understands the importance of working in partnership with healthcare professionals for a targeted approach to children's care and learning. n The childminder accesses training to help to enhance her knowledge of how to keep children safe. However, she has not considered other professional development opportunities to further strengthen her teaching of the curriculum.

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 strengthen planning of the curriculum to support children to develop even stronger positive attitudes to their learning n model the correct vocabulary consistently to support children's communication and language development to the highest level n strengthen plans for professional development to drive the quality of teaching further, and enhance the implementation of the curriculum.

p.3

Setting details

Unique reference number EY384893 Local authority Greenwich Inspection number 10355367 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 5 Date of previous inspection 27 November 2018

p.4

Information about this early years setting

The childminder registered in 2009 and lives in the London Borough of Greenwich. She operates all year round from 7.30am to 6.30pm, Monday to Friday. The childminder offers the government funded places for childcare.

p.4

Inspection activities

n The inspector accompanied the childminder on a walk in the local area. n The inspector talked to the childminder and children at appropriate times during the inspection and took account of their views. n The childminder spoke to the inspector about how she organises her early years setting, including the aims and rationale for her curriculum. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector took account of parents' comments and written views. n The childminder provided the inspector with a sample of key documentation.

p.4

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

17 September 2024 17 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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