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

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The provision is good

The childminder provides a calm and relaxed environment. Children, including those who are very new to the setting, show that they are happy and settled in her care. The childminder is clear about what she intends children to learn. She is genuinely kind and gentle in her interactions with children. The childminder works in partnership with parents to build positive relationships with them and their children. For example, she gathers information about children, such as their likes, dislikes and routines. This helps to ensure that children are happy and that they feel safe in her care. Children explore the environment and resources independently. They show that they feel secure in the childminder's home.

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The provision is good

The childminder has a good knowledge of child development. She uses this to carefully observe and assess children's learning before planning appropriately challenging activities to support their next steps in learning. The childminder is responsive, adding items to activities to extend children's play and enable their ideas. For instance, she includes props and toys when reading to children to enable them to make visual representations with language and everyday objects.

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The provision is good

Children benefit from meaningful interactions with the childminder, who gets down to children's level and follows their interests. Parents comment they like the outings that the childminder takes their children on. For example, they attend playgroups in the local community, which gives children a sense of belonging as they build on their social skills while meeting new people.

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need to do better?

n The childminder prioritises supporting children's communication and language skills. Children enjoy stories, songs and instruments. The childminder talks to children as they play and adds new words, which helps to extend their vocabulary. She recognises the importance of books and ensures that children have free access to a range of stories. n The childminder repeats words and provides narratives to further support children's understanding of words. She role models language as she plays alongside children and uses singing and stories to help children learn new vocabulary. As a result, children develop confidence in their communication skills. n The childminder builds on children's mathematical knowledge in a variety of ways. For example, she encourages children to count the steps as they come down the stairs, sing number nursery rhymes and use words associated with size in play with toy animals. n The childminder follows children's interests and encourages them to explore the

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need to do better?

environment and develop their curiosity. She understands the skills children need

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need to do better?

25 September 2024 to acquire for their future learning. However, the childminder does not use her knowledge to precisely identify what children specifically need to learn next. n Children have lots of opportunities to develop their physical skills. For instance, they learn how to pedal ride-on toys and use the equipment in the garden, alongside outings to parks and play centres. This helps to promote their gross motor skills. The childminder also provides varied craft and mark-making activities that help to encourage children's fine motor skills. n The childminder's care practices are good. She provides healthy, nutritious foods and drinks throughout the day. The childminder encourages children to develop their self-care skills from an early age. For example, children know to wash their hands after playing outside and before eating, which they do independently. Younger children learn to feed themselves using a spoon and a fork.

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need to do better?

n Parents report that they find the childminder to be friendly and approachable. They feel informed and share that their children progress well in many different areas of learning. In particular, parents have seen their children progress well in their personal and emotional development. The childminder demonstrates a strong knowledge of the families she works with and assists them wherever possible. These trusting relationships help children to feel safe and secure. n The childminder teaches children how to safely descend and climb stairs as they move in and out of the garden. Children learn why and how they must listen when walking along the pavement with the childminder. They develop an understanding of how to 'stop', 'look' and 'listen' when approaching a busy road. n The childminder refreshes her knowledge and skills and ensures that she completes statutory training, such as paediatric first aid. She takes responsibility

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need to do better?

for keeping up to date with any changes to local procedures and uses opportunities to liaise with other practitioners in the area to share good practice ideas.

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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 use knowledge to identify children's next steps in learning more precisely.

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Setting details

Unique reference number EY279233 Local authority Islington Inspection number 10355403 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 2 Date of previous inspection 28 November 2018

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Information about this early years setting

The childminder registered in 2003 and lives in the London Borough of Islington. She operates all year round, from 7.30am to 5.30pm, Monday to Wednesday. The childminder has a relevant childcare qualification at level 2. She provides funded care and early education for children.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

25 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

25 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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