Pinkney, Linda Anne

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 safe in this nurturing and caring environment. The childminder has a good understanding of the children's interests and needs. She uses well-structured settling-in sessions to gather detailed information from parents. The childminder uses this information effectively to plan a well-thought- out curriculum. The childminder understands the importance of children developing their independence skills. For instance, daily routines support children to independently learn to put their shoes away in a basket when they arrive and put them on when going outdoors.

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The provision is good

Children have good levels of self-esteem as the childminder provides regular praise for their efforts. Children's communication and language development is a key focus for the childminder. For instance, she narrates their play and sings songs and nursery rhymes. Children especially enjoy those with actions, such as 'The wheels on the bus' song and confidently fill in the missing words in the song. The childminder is a positive role model and has high expectations of children. She has consistent boundaries so that children know what to expect, and how to behave, when they play. For example, the childminder uses gentle explanations and reminders to teach them about being kind and taking turns.

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need to do better?

n The childminder consistently checks children's progress and uses this to determine next steps and achievable goals. The childminder works closely with parents to ensure a consistent approach to learning and behaviour. This includes support for those children with special educational needs and/or disabilities. All children make good progress. n Children's ownership of their learning is well supported. Children are encouraged to choose what they would like to play with. The childminder then extends their knowledge and skills through modelled play and purposeful questioning. This means that children are supported with new learning, while thoroughly engaged with a self-chosen activity. n The childminder prioritises the development of children's communication and language skills. She recognises the importance of reading stories, singing songs and encouraging children to join in conversations in order to enhance their

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need to do better?

growing vocabulary. The childminder understands that this contributes to developing children's communication skills. n The childminder plans for children to learn simple mathematical skills, such as shape and number recognition, during everyday play opportunities. However, on occasion, she does not implement her aims to help children explore counting in different contexts to deepen their early mathematical learning. n The childminder forms close bonds with the children. She is attentive and plans

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need to do better?

7 April 2025 her day well to keep them engaged in purposeful learning. She involves them in decision making and helps them to become self-motivated learners. n The childminder and her co-childminders have a consistent approach to supporting children's appropriate behaviour. The childminder is a good role model and encourages children to share and play well together. She encourages children to think about how their behaviour impacts on others. Children learn that their behaviour can change how their friends feel. n The childminder ensures that children have daily exercise. Children develop good physical skills. For example, children run and jump in puddles in the garden. The childminder skilfully teaches children how to walk along the stepping stones. She takes the hand of younger children and supports them to complete the course. She encourages older children to reach up and pop bubbles in the air, to move in

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need to do better?

different ways and develop their large-muscle groups. n The childminder encourages children's awareness of being healthy. For example, she talks to them about the healthy food they eat at meal times and helps children learn about oral hygiene through their play. n The childminder is well organised. She is reflective and considers what she does well and what she needs to do to improve. She uses professional development opportunities and has regular meetings with the co-childminders she works with to enhance her practice. n The childminder uses parents' views and children's interests to continually improve the quality of care and education she provides. She shares a range of information with parents and follows children's home routines to provide consistency in their care and 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 strengthen opportunities for older children to explore counting in everyday contexts to further encourage their early mathematical skills.

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Setting details

Unique reference number 140332 Local authority Haringey Inspection number 10380491 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 8 Number of children on roll 7 Date of previous inspection 11 June 2019

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Information about this early years setting

The childminder registered in 1996. She lives in Tottenham, in the London Borough of Haringey. The childminder works from Monday to Wednesday, from 8am to 6pm, throughout most of the year. The childminder works with two registered co- childminders.

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Inspection activities

n The inspector viewed the areas of the childminder's home that she uses for childminding. n The inspector and the childminder jointly evaluated a planned activity. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having 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 key documentation on request.

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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

7 April 2025 7 April 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

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