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

The childminder establishes a friendly and inviting environment, where children feel comfortable and enjoy attending. She designs the curriculum to offer engaging activities that cater to children's interests, keep them motivated and offer opportunities to build on their existing skills and knowledge. Throughout daily routines, the childminder provides chances for children to enhance their fine motor skills. For instance, she encourages children to thread various sized bangles onto cup stands, using language, such as 'bigger', to help them to develop strength and muscle control in their hands.

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The provision is good

The childminder enhances children's understanding of the world, such as by organising interest-based outings, such as farm visits to explore plants and animals. She enriches real-life experiences, such as in the garden, where children learn about fruit and vegetables. By referencing past conversations, such as by pointing to the lemon tree and discussing which parents and carers enjoy lemons, she makes learning more meaningful and personal for children.

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The provision is good

The childminder sets a positive example by demonstrating good manners in her interactions with the children. She consistently models polite behaviour and encourages children to say please and thank you. This helps children to develop positive attitudes and appropriate behaviour. The childminder gathers important information to identify each child's starting points in development. This allows her to plan a child-led curriculum that supports steady progress in children's development from where they begin.

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need to do better?

n The childminder frequently evaluates the services she provides and seeks additional training to enhance her skills and practice. She collaborates with parents and external professionals to ensure that children achieve positive outcomes. n The childminder designs activities and arranges the learning environment to help children to develop specific skills and knowledge, and build upon their existing abilities. She takes children's interests, such as farm animals, into account to boost their engagement in activities. n The childminder fosters children's early mathematical skills effectively. Through daily routines, she encourages children to enhance their understanding of numbers and counting. The childminder offers opportunities for children to apply their knowledge of shapes and space to solve problems. For instance, she provides simple puzzles and actively supports children to explore the various shapes and sizes of the pieces. The childminder guides children to solve

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need to do better?

problems and complete the puzzles successfully.

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need to do better?

19 February 2025 n The childminder has a good understanding of child development and is aware of each child's abilities. She provides targeted support to develop their communication and language development. For example, the childminder models key vocabulary, encourages children to use these words in their play, consistently reinforces them and prompts children to repeat the words. This intentional approach greatly enhances children's language skills development. n The childminder helps children to begin to understand different cultures and ethnic backgrounds. For example, she takes children to playgroups, where they can interact with people from the local community who represent a variety of backgrounds. The childminder also plans activities throughout the year that focus on different festivals and cultural events, helping children to develop respect and understanding for others. This encourages children to develop a

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need to do better?

positive awareness of diversity from an early age. n Children engage with a diverse range of activities that promote the development of their hand muscles, core strength and coordination. The childminder actively encourages children to regularly engage in skill-building exercises, such as threading, throwing, catching and balancing. n The childminder helps children develop self-regulation skills, such as by teaching them to recognise and label different emotions. With guidance, children learn to follow routines effectively. For instance, when the childminder announces snack time, they stop their activities and help to tidy up. However, there are times when the childminder offers too much support to children. This prevents children from practising their skills independently during their play. For example, she provides too much assistance and does not step back for children to have a go on their own. n The childminder's strong partnership with parents ensures that they are well

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need to do better?

informed about their children's progress and receive strategies to support children's learning at home. This collaboration fosters consistent development, empowers parents and builds trust, which positively impacts on children's progress and well-being.

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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 review interactions with children to enable children to consolidate their learning through uninterrupted play, to further develop their independence skills.

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Setting details

Unique reference number EY382028 Local authority Islington Inspection number 10375922 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 6 Number of children on roll 1 Date of previous inspection 9 May 2019

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Information about this early years setting

The childminder registered in 2008 and lives in the London Borough of Islington. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides government funded childcare. She holds a qualification at level 6.

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Inspection activities

n The childminder and the inspector carried out a learning walk. They discussed how the childminder organises her early years provision, including the aims and rationale for her curriculum. n The childminder spoke to the inspector about children's learning and development. n The inspector considered the written views of parents. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the interactions between the childminder and children. n The childminder and inspector evaluated an activity together.

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Inspection activities

19 February 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

19 February 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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