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 Met

p.1

The provision is good

The childminder gets to know children and their families well. Children show that they are happy and secure. They build strong and positive bonds with the childminder. Children go to her for cuddles when they need assurance, clearly benefiting from her warm and caring approach. The childminder designs the curriculum based on children's interests and what they need to know next. She identifies the resources children are interested in and provides activities that includes them. The childminder ensures that she builds on what children already know. This ensures that children remain focused and helps them to make good progress.

p.2

The provision is good

Children behave well and display positive attitudes towards their learning. The childminder encourages children to make decisions. For example, she asks children what they would like to do next and follows their lead as they point towards the box with toys. Children learn that their views are valued. The childminder offers children different experiences in the local community. Children go on trips to local parks, shops, library and places of worship. They visit playgroups, which helps to develop their social skills further. These opportunities help children to broaden their experiences and learn about world around them.

p.2

need to do better?

n The childminder has created a safe and welcoming environment in her home. She provides healthy meals and drinks for children. The childminder keeps children safe and supervises them closely, including while eating. She ensures that her home remains clean and hygienic for children at all times. The childminder has an effective risk assessment in place for her pet cat. n The childminder keeps up to date with mandatory training, including paediatric first aid. She evaluates her practice and seeks advice where needed from other childminders is the area. However, the childminder does not follow a targeted programme of professional development to enhance her skills in supporting children's communication and language further. n Overall, the childminder interacts with children well. She reads stories to them and regularly introduces songs during their routines and play. However, the childminder does not make consistent use of opportunities to correctly narrate

p.2

need to do better?

on what children are doing and help them to link words with actions. This does not fully support children in developing their speaking and language skills further. n The childminder weaves children's early literacy skills into their play well. She provides lots of opportunities for children to develop their pre-writing skills by making marks with different tools. For example, children draw and colour using pencils and crayons.

p.2

need to do better?

22 January 2025 n The childminder recognises the importance of children developing good physical skills. She provides a range of opportunities for children to use their small and large muscles. Children show good dexterity as they manipulate small items and sort them into pots. The childminder encourages children to run, jump and practise going up and down stairs. The childminder understands how important physical skills are to help children towards being ready for school. n The childminder integrates mathematics spontaneously into children's play and activities. She introduces shapes and colours, when children explore different resources on the table. The childminder supports children's early understanding of mathematical concepts. n The childminder sets clear boundaries and guidelines that support young children to know what is expected of them. This helps children to cooperate and follow instructions well.

p.2

need to do better?

n The childminder aims to support children's confidence as she praises them regularly for their achievements. However, she does not consistently recognise opportunities that arise during the daily routines to encourage children to be responsible for themselves and their belongings. This does not fully support children's developing independence and self-care skills. n The childminder works effectively with other settings that children attend. She regularly communicates with them and shares information about children's progress. This helps to ensure continuity of children's learning and development. n Partnerships with parents and carers are effective. Written comments from parents show that the childminder has good communication links with them. Parents comment on how happy their children are and about the good progress their children make in the childminder's 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 focus professional development opportunities to enhance skills in supporting children further with their communication and language development n strengthen opportunities for children to develop their self-care skills further.

p.3

Setting details

Unique reference number EY495691 Local authority Islington Inspection number 10367318 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 2 Number of children on roll 1 Date of previous inspection 4 February 2019

p.4

Information about this early years setting

The childminder registered in 2016. She lives in Clerkenwell, in the London Borough of Islington. The childminder operates throughout most of the year, from 7am to 6pm, Monday to Friday. She offers government funded childcare. The childminder holds an appropriate childcare qualification at level 3.

p.4

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how childminder organises their provision, including aims for the curriculum. n The inspector observed the quality of education being provided and assessed the impact 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 documentation on request.

p.4

Inspection activities

22 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

22 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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