Childminder in Hackney

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 has created a calm, safe and welcoming home-from-home environment, where children flourish and thrive in their early development. The childminder has secure bonds with children, she recognises what is important to them and how they like to interact. She uses this knowledge to ensure all children can feel involved in different experiences planned as part of her ambitious and creative curriculum.

p.2

The provision is good

The behaviour of children is good. Children understand the rules and boundaries of the setting and cooperate with the routine of the day. Children are considerate of the feelings of others, sharing resources and working together to achieve a set result. Children respect the setting and help to tidy up. When they spill water while pouring a drink, they are quick to get some tissues to clear it up. The childminder and any assistant she works with provide children with lots of praise and encouragement.

p.2

The provision is good

Children are fiercely independent within the setting. They hold the railing as they climb the stairs from the garden, not accepting the offer to hold hands for further support. Children assist in preparing snack, peeling tangerines and bananas. At lunchtime, children help to give out the plates and cups. They begin to serve their own meals and take the leftovers to the bin to scrape off.

p.2

need to do better?

n The adults at the setting know the children well. Termly plans support the individual next steps and interests of all children. The childminder ensures that children's development is accurately tracked to ensure they are challenged to achieve what it is they need to learn next. Children are well prepared for the next stage of their learning. n The curriculum for communication and language is well delivered. Children within the setting speak Yiddish as their home language. The childminder speaks to children in both Yiddish and English at the setting. This supports the development of their home language, but also teaches them a good standard of English. Dual-language books and signs, as well as songs sung in both languages, support children's understanding of both languages. Adults provide a narrative to children's play that helps them learn new vocabulary in context. n The childminder encourages children's early mathematical skills through

p.2

need to do better?

everyday activities. As children jump up and down, the childminder encourages them to count each jump. A shoe shop activity supports children to sort shoes in matching pairs, identifying similar characteristics. The childminder uses language such as bigger and smaller, introducing mathematical concepts. n Children's health and well-being are well supported by the childminder. The

p.2

need to do better?

16 January 2025 childminder encourages children to be active by providing a range of opportunities for physical play. In the garden, children delight in using ride-on toys, negotiating space and obstacles. Children demonstrate good balance and coordination as they climb up the stairs of the slide independently. The childminder offers a healthy menu and supports children's good hygiene practices. For example, children wash their hands when they come in from the garden and before meals. n The adults provide a varied range of activities and experiences as part of their curriculum. Children are highly motivated to learn and show enthusiasm to join in new experiences. However, during some activities, adults can be too quick to problem solve for children, providing answers and solutions before children have had an opportunity to try and think of a solution by themselves. n Partnership with parents is strong. Parents are kept up to date with their

p.2

need to do better?

children's development during daily conversations, when collecting children. Parents look forward to the weekly newsletter, which provides a more detailed account of what the children have been learning, alongside pictures of them engaged in activities. n The childminder is reflective in her practice. Adults at the setting meet weekly to discuss what has gone well that week and how they could improve. The childminder operates an open-door policy and welcomes regular feedback from parents within the setting. She continues to attend training to enhance her own professional development and bring new ideas into the setting.

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 provide children with sufficient time to problem solve independently to build critical thinking skills, confidence and resilience.

p.3

Setting details

Unique reference number EY542563 Local authority Hackney Inspection number 10368574 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 12 Number of children on roll 8 Date of previous inspection 26 March 2019

p.4

Information about this early years setting

The childminder registered in 2017. She operates from premises in Upper Clapton, in the London Borough of Hackney. The childminder is available from Monday to Friday, from 9.30am to 3.30pm, term time only. The childminder works with assistants. The childminder is qualified to level 3. The childminder accepts early education funding for eligible children.

p.4

Inspection activities

n The childminder joined the inspector on a learning walk and talked to the inspector about the curriculum and what they want their children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The inspector spoke with the childminder about the leadership and management of the setting.

p.4

Inspection activities

16 January 2025 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.

p.4

Inspection activities

16 January 2025 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6