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 Good

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The provision is good

Children are happy and settled at the childminder's home. The childminder and her assistants are warm and friendly, and children form secure attachments with them. This helps children to feel safe and focus on their learning. When children take part in craft activities together, they proudly show their creations to the childminder. The childminder praises children's efforts and asks them about their work. This helps to give children a sense of achievement and enthusiasm for learning. Children learn some valuable independence skills, such as making confident choices about their activities and accessing resources that align with their interests.

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The provision is good

The childminder has high expectations for children's behaviour and addresses any unwanted behaviour swiftly. For example, when children throw toys, the childminder clearly explains the impact this behaviour might have. Children learn that it is not safe to throw toys and that the toys might break. The childminder's routine helps her to meet children's needs throughout the day. For example, children go out locally most mornings to get physical exercise and participate in activities or playgroups. This helps children to socialise and experience being in a larger group. At the childminder's home, children enjoy playing, singing songs, doing crafts and reading books. These activities help prepare them well for future learning, including starting school.

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need to do better?

n The childminder knows the children well. She uses this knowledge effectively to provide a curriculum that is based on children's interests. The childminder identifies when children have emerging gaps in their learning and works with parents and other professionals to help to close these. n The childminder places a good focus on supporting children's physical skills. This helps children to develop good coordination and control of their bodies. For instance, as children join in with action rhyme songs, they learn how to balance on one foot. They gain an understanding of which hand and foot is on the left side as the childminder demonstrates and helps children remember which side of their bodies is left or right. Children thoroughly enjoy being active and benefit from opportunities to build their coordination and strengthen their muscles. n Children enjoy weekly experiences in the local community and learn about other

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need to do better?

cultures and countries throughout the year. They also take part in learning about different festivals. The childminder ensures that she helps children build friendships and make choices about their play. Children learn to be polite and to say 'please' and 'thank you'. n The childminder and her assistants work very well together as a team. They are committed to their continued professional development. The childminder seeks out relevant training that inspires her, such as attending webinars. She also has

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need to do better?

22 January 2025 links with other childminders. This provides her with opportunities to share good practice and hold professional discussions with others. n The childminder increases children's awareness of their personal care needs from a young age. For example, she talks to children about their nappies prior to changing them. Older children attend to their own toileting needs and know when they need to wash their hands. This helps them to develop their confidence and self-esteem. n The childminder places a strong focus on building children's communication and language skills. She models new words to children, repeats back words and talks to children as they play. She also asks open-ended questions to help to extend children's learning. However, occasionally, the childminder does not always give children enough time to think through their ideas and respond. n The childminder provides resources, such as pens and paper, to enable children

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need to do better?

to engage in mark making and develop their small hand muscles. This supports children with their pre-literacy skills. n Overall, the curriculum builds on what children know and targets their identified next steps in learning well. However, the childminder does not yet fully support children's early mathematical development. Mathematical language or concepts are not yet consistently woven into children's play and experiences to build their knowledge in this area of learning.

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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 give children enough time to process their thoughts to enable them to respond to questions and express themselves n incorporate more mathematical vocabulary and concepts into everyday routines and activities to help widen children's understanding further.

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Setting details

Unique reference number EY492455 Local authority Islington Inspection number 10368199 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 18 Number of children on roll 7 Date of previous inspection 12 March 2019

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Information about this early years setting

The childminder registered in 2016. She lives in the London Borough of Islington. She works flexibly with assistants. The childminder operates from 6.30am to 6.30pm, Monday to Friday, throughout most of the year.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that these are safe and suitable. n The inspector observed activities and assessed the impact these have on the children's learning. She talked with the childminder about how the early years provision is organised. n The childminder and the inspector discussed and reviewed activities. n The inspector viewed relevant documentation, including the safeguarding procedures and the suitability of the assistants and household members.

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Inspection activities

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 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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