Childminder in Camden

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 and parents are warmly welcomed into the childminder's home. As a result, children settle quickly and confidently engage in the many exciting learning experiences available to them. Children demonstrate secure emotional attachments with the childminder. They enjoy her positive interactions as she enthusiastically engages in their play and follows their interests. For example, children are delighted to have impromptu stories read to them. The childminder makes this exciting as she sounds out the different noises that animals can make. She extends their learning by encouraging them to observe the different characteristics of the animals. Developing children's communication skills is prioritised. The childminder is skilful in providing a narrative to support children's learning. Lots of language repetition supports younger children's confidence in speaking.

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The provision is good

The childminder has good knowledge and understanding of how young children learn and develop. She talks confidently about children's progress and how she supports all children to become active learners. She uses her knowledge to teach children new skills as they engage in fun learning experiences. For example, children learn how to build with construction resources. They are taught how to recognise and match shapes and colours as the childminder models how to achieve tasks. She recognises their efforts and continually provides them with praise. This supports children to be motivated in their learning. They are developing good concentration skills as they listen and persevere with new challenges.

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need to do better?

n The childminder organises an accessible learning environment for children. She encourages them to make independent choices about their play. She is skilled in following their interests. For example, when she talks with children about the dinosaurs on their T-shirt, this prompts children to want to find the dinosaurs to play with. The childminder adapts her planning and quickly sets up a new learning experience. She teaches them to understand positional language, for example, showing children how the dinosaurs can sit on top of, behind or next to rocks. n The childminder supports children to develop their physical skills. Children are excited to show how they can manoeuvre their walkers. The childminder has taught them how to turn around when they reach the end of the hallway. When children show an interest in wanting to climb and sit inside a wooden box, the childminder facilitates this. She stays close by to ensure that they are safe, while

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need to do better?

also giving them a chance to develop new physical skills. n The childminder is attentive to children's individual needs. She supports their growing independence as she provides them with additional cutlery so they can learn how to feed themselves. When it is time to change their nappies, she

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need to do better?

14 November 2024 recognises when they are not keen for this to happen. She immediately makes this an enjoyable experience as she sings to them. The impact is that children listen with interest and demonstrate they feel safe and secure. n The childminder promotes positive role models to children. She is calm and patient and constantly provides them with praise and encouragement. This supports children's self-esteem and their confidence to have a go with new learning experiences. Children are observed to be happy and content as their voices are listened to. For example, when they lose interest in a learning experience, the childminder is skilled in providing alternative options. Children enjoy engaging in mark making as the childminder sits with them, modelling how to hold their crayons. The impact is that children are proud of the marks they make. n The childminder is committed to keeping her knowledge and skills up to date.

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need to do better?

She attends ongoing training, which helps her to reflect on her practice. Since her last inspection, she has implemented tracking systems to help her monitor children's progress and to help identify where children need help to progress further. Although this is valuable, she is yet to fully embed these practices. Doing so would help to ensure that they are consistently managed for all children and that information is shared with all parents and carers. n The childminder is duly focused on her safeguarding roles and responsibilities. She works in partnership with parents and carers, as well as outside professionals, to help ensure that all children remain safe. Parents and carers express they are very happy with the care their children receive. They say their children are always happy to attend. Parents share that they can see their children are learning new things every day.

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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 continue to embed the tracking systems in place to monitor children's progress and consistently share this information with parents.

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Setting details

Unique reference number EY257631 Local authority Camden Inspection number 10359836 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 7 December 2018

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Information about this early years setting

The childminder registered in 2003. She lives in the London borough of Camden. The childminder operates from 9am to 4.30pm, Monday to Thursday, all year round. She provides government funded places for children. The childminder has a level 3 childcare qualification.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The inspector and the childminder carried out a joint observation and discussion of an activity. n The inspector observed the quality of education being provided and assessed the impact that this has on the children's learning. n Parents and carers shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of household members.

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Inspection activities

14 November 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

14 November 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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