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 creates a warm and inviting environment that sparks children's interests. She plans and organises the provision to meet the varying individual needs of the children attending. Children receive the care and kindness they need to feel secure and confident in her care. The childminder develops strong bonds with children. For instance, children demonstrate their affection and security as babies spontaneously cuddle the childminder during play. This helps children to be confident and ready to learn. Children gain a good understanding of their feelings. The childminder talks to older children about how they are feeling and why. She manages behaviour well. The childminder gently reminds young children of what is expected in a way they will understand.

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The provision is good

The childminder plans a curriculum that is focused on children's current interests and skills. She builds on these to develop their next steps in learning. Children engage with, and focus on, a wide range of activities that are interesting and challenging. They show excitement and joy as they explore the environment. The childminder sits with the children at their level and plays and talks to them. She listens to babies' and toddlers' vocalisations and babbling. She sings and reads stories, allowing children to hear a good range of words. The childminder fosters children's love of reading. She skilfully uses a finger puppet book to engage babies and younger children in listening to a story. Babies and young children enjoy a turning the pages, and lift flaps book as they read a familiar story about the "Hungry caterpillar".

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need to do better?

n The childminder has a good understanding of child development and how children learn. Her curriculum revolves around children gaining a wide range of experiences to help them prepare for the next step in their education. She ensures that children experience their local area all year round. They visit local parks, libraries and playgroups. n The childminder promotes learning through play, supported by her attentive interactions. She provides time for children to follow their interests and direct their own play. She arranges her provision to enable children to access a broad range of resources. n Overall, the childminder promotes and supports children's communication and language skills effectively. She provides a rich and varied vocabulary as she talks and explains activities and routines with the children. However, at times, she asks too many questions and provides a lot of information. This does not

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need to do better?

consistently give younger children the time they need to listen and respond to the interactions from the childminder to further extend their skills. n The childminder incorporates counting and mathematical language as babies and

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need to do better?

19 March 2025 young children play. For example, she discusses the concepts of 'big', 'small' and simple shapes as young children build towers with coloured blocks. n The childminder supports children's physical skills. She recognises their stage of development and provides the support they need to develop their balance and muscle strength. For example, babies are beginning to learn to pull up and stand. The childminder recognises their current abilities and arranges provision to support these skills. She makes sure children have plenty of opportunity to practise, such as standing for good periods of time exploring table-top activities and floor activities and encourage babies to crawl around and reach for toys. n In the main, the childminder supports children to develop their independence. She encourages babies to choose their own toys and involves older children in trying to put their coats on. However, the childminder does not consistently

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need to do better?

support babies and young children to develop their independence from a very young age, such as by feeding themselves at meal times. n The childminder sets high expectations for children's behaviour. She models good behaviour and supports children to manage their own behaviour and begin understand how they are feeling. n The childminder recognises the importance of continuous professional development. She meets with other childminders to share good practice and gain new ideas. She attends training and reflects on these to improve her practice. For example, since the last inspection she now obtains more detailed information from parents about children's starting points. This helps her to focus on planning for children's next steps even more quickly. n Parent partnership is strong. The childminder engages with parents frequently to discuss and share information about children and the progress they are making.

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need to do better?

She encourages parents to share their knowledge and observations of their children and guides them in expected stages of development to help identify any gaps in 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 provide more opportunities to help young children develop their independence further n enhance interactions with young children to provide enough time for them to listen and respond during conversations to further support their language skills.

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Setting details

Unique reference number EY102917 Local authority Islington Inspection number 10380337 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 9 Date of previous inspection 5 June 2019

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Information about this early years setting

The childminder registered in 2002. She lives in Hornsey, in the London Borough of Islington. She operates all year round, from 7am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education places to all eligible children.

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Inspection activities

n The childminder discussed with the inspector how she organises her early years provision, including the aims and rationale for her early years curriculum. n The childminder spoke to the inspector about the children's learning and development. n The inspector observed the quality of education being provided and assessed the impact that this is having on the children's learning. n The inspector spoke to parents and shared their written views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

19 March 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 March 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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