Ryan, Diana Jacqueline

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 have warm and secure attachments with the childminder. She settles children gradually into her care to allow for them to feel safe and secure with her and the new environment. New babies who are being settled receive lots of warm cuddles, high levels of attention and words of comfort from the childminder. Children confidently explore the well-organised environment on arrival. They are independent and confident to lead their own play throughout the day. This is because the childminder is fully aware of children's development, their interests and their next stage in learning. She organises and makes accessible a quality range of resources that are suitable to support children's ongoing development.

p.2

The provision is good

Children's behaviour is good. They listen and respond well to the childminder's gentle guidance and instructions, such as helping to tidy up. Children learn to keep healthy. The childminder provides children with healthy snacks and meals. The childminder helps children to learn the importance of brushing their teeth through play activities and books. She plans a curriculum where books feature well throughout the day. This helps children to foster a love of early reading and improve their communication and vocabulary skills further. Children are confident to express themselves and talk to new people.

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need to do better?

n The support children receive in their personal and emotional development is good. The childminder teaches children to be kind and gentle towards others, especially between older children and babies. Older children mirror the childminder's caring approach with babies. For example, they use dolls and props to reflect the childminder's caring and warm approach with babies. n The childminder's supports children's language development well. For example, when children mispronounce words, the childminder repeats them correctly. The childminder also extends children's vocabulary further and provides a commentary when they are playing. She encourages children to join in with familiar action songs and stories. This helps children to learn new vocabulary and the meaning of words. n Children learn about diversity and differences, such as, through a range of quality age-appropriate books, play resources and learning about festivals and

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need to do better?

events. This allows children to learn about differences beyond themselves and their own families. n Children happily lead their own learning. They engage with the childminder and inspector, such as making 'tea' and 'food' for them as they play in the home corner using a range of props. Children enjoy a range of materials for messy play. They are keen to draw and create their own pictures as they explore early mark-making materials.

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need to do better?

20 November 2024 n The childminder makes accurate assessments of children's learning and quickly identifies areas where children may need additional support. She plans and provides a range of quality activities that are varied throughout the day. In addition, children attend community groups to extend their learning further and meet with other children to extend their social skills. n The childminder encourages children to solve problems and explore early mathematical learning during their play and routine activities. For example, she skilfully supports children to learn how many chairs will be required for the number of dolls to be seated at the table, recognise colours and compare size. n The childminder reflects on her practice and demonstrates her commitment to continuous improvements. She completes training and explores specific childcare websites to keep up to date with current developments. This helps the

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need to do better?

childminder to achieve a good level of service for children. As a result, all children make good progress. n Parents receive daily updates about their child's experiences through discussions and electronic messaging. They establish trusting relationships with the childminder, and they know their children are well cared for. However, the childminder does not consistently involve parents in the assessment and planning of their children's specific next steps in learning to extend and support their ongoing development. n Parental feedback at inspection is highly positive and full of praise of the service they receive. Partnerships with parents are, in the main, strong. Parents speak positively of the high level of care provided and the childminder being approachable, friendly and professional.

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 increase parental involvement in their children's assessment and learning so they can continue their development even further at home.

p.3

Setting details

Unique reference number EY366108 Local authority London Borough of Waltham Forest Inspection number 10359900 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 6 Number of children on roll 3 Date of previous inspection 5 December 2018

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Information about this early years setting

The childminder registered in 2008. She operates throughout most of the year, from 8.15am to 5.15pm, Monday to Thursday. The childminder has completed a relevant level three qualification. The childminder is registered to work with an assistant.

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Inspection activities

n The inspector viewed the provision, discussed the safety and suitability of the premises and viewed children's equipment, including a sample of the vast range of play materials. n The childminder and inspector discussed how the childminder organises their early years provision, including aims and rationale for the curriculum. n The inspector collected written feedback from parents. n The inspector engaged with the childminder throughout the inspection and with children when appropriate. n The inspector observed the quality of education provided and assessed the impact on children's learning. n The inspector looked at relevant documentation and discussed the childminder's professional development since the previous inspection.

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Inspection activities

20 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

20 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

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