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 Not applicable

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The provision is good

The childminder creates a calm and happy environment for all children. She has a nurturing and patient approach to supporting children's learning. The childminder gives children gentle encouragement and praise. This helps them to feel emotionally secure. Children demonstrate high levels of happiness as they share their achievements with visitors. The childminder teaches children to understand and control their emotions. Children behave well. They are kind and considerate to other people.

p.2

The provision is good

The childminder plans a wide range of experiences that excite children about their learning. She plans opportunities linked to children's interests. For example, children feel excited to share their knowledge of animals after their visit to the zoo. This deepens children's understanding and knowledge of the world around them. The childminder supports children to keep going even when they find things tricky. Children feel excited to have a go and join in.

p.2

The provision is good

The childminder promotes children's independence. She has high expectations of children and teaches them to do things for themselves. For example, the youngest children tidy up after themselves and know where things go. Older children play a range of board games. They learn cooperation, turn taking and rules. Children become confident problem-solvers. This supports children's self-esteem.

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need to do better?

n The childminder creates a broad curriculum. She understands that giving children access to new and unfamiliar challenges teaches them to have a go. Children are curious learners who enjoy exploring. The childminder teaches children that it is important to try again if they encounter setbacks. This promotes children's perseverance. n The childminder has strong knowledge of how children learn. She uses her knowledge to identify the developmental steps children need to make in their learning. The childminder is meticulous in identifying how children learn. She uses this information to plan activities that extend their learning. This helps children to reach their developmental milestones. n The childminder knows that children with special educational needs and/or disabilities (SEND) may need expert help. She understands that making links with external professionals is important. The childminder helps families to access

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need to do better?

support where appropriate to enhance children's learning. n Overall, the childminder interacts with children well. She recognises that some children need additional support to develop their language skills. However, she does not consistently consider their needs closely enough when planning activities. As a result, not all children, including children with SEND, receive

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need to do better?

10 January 2025 opportunities to extend their language and develop their fluency further. n The childminder understands that it is important for children to learn about healthy foods. She plans a nutritious menu that gives children opportunities to try new flavours. The childminder teaches children about foods that are good for them. This promotes children's physical health. n The childminder understands how to support children's physical development. She plans opportunities for children to spend time outside in the fresh air. The childminder encourages children to climb, run and play on wheeled toys. She teaches children to balance and develop core strength. This supports children to develop their physical strength. n The childminder provides opportunities for children to concentrate for extended periods of time. She supports children to complete tasks from start to finish. The childminder gives children gentle encouragement and guidance as they learn.

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need to do better?

Children learn to concentrate for increasing periods of time. This promotes children's focus and attention skills. n Parent partnerships are strong. Parents report that children are happy. They say that the nurturing care the childminder provides supports children's well-being. Parents report that the information the childminder gives them helps them to extend their children's learning at home. n The childminder understands that it is important for children to learn about differences. She teaches children about diversity in their community. Children celebrate their own uniqueness. They are tolerant and respectful of other people. n The childminder is reflective of her practice. She regularly arranges professional development opportunities to help keep her knowledge and skills up to date. She ensures that these opportunities link closely to the needs of children in her care.

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 develop further how activities are planned to consider the needs of all children, including those with SEND, so that all children extend their language skills.

p.3

Setting details

Unique reference number 2690628 Local authority Islington Inspection number 10372305 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 0 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in the London Borough of Islington. She works with two assistants. The childminder operates all year round, from 8am to 6pm, Monday to Friday. She provides government funded childcare.

p.4

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 and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her curriculum. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum is implemented and the impact on the children's learning. n The inspector viewed documentation relating to suitability on request from the childminder.

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Inspection activities

10 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.

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Inspection activities

10 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.

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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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