Childminder in Hackney

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

p.1

The provision is good

Children are extremely happy and settled in the childminder's care. They demonstrate secure emotional attachments with her as they are warmly welcomed into a nurturing home environment. The childminder has established secure relationships with the children and their parents. She values children's voices. For example, at snack time children choose whether to eat inside or out in the garden. They choose their preferred chopping boards and safety knives to use to prepare their melon. Children are confident to make their wishes known, which means they remain motivated in their learning. This is because the childminder consistently listens and follows children's interests.

p.2

The provision is good

The childminder has an excellent knowledge and understanding of how young children learn and develop. She talks confidently about her curriculum and her ambitions to support all children to make good progress. She plans and implements stimulating learning experiences effectively. Children's curiosity is consistently sustained. This is because the childminder provides a helpful narrative to their learning. For example, when they are planting seeds, children learn about germination and what is needed to help their flowers grow. Children are excited to fill their individual pots with earth. The childminder gives them choices of planting different varieties of sunflower. She skilfully teaches them about the different properties of each flower. The childminder introduces new vocabulary and concepts of mathematics. For example, she encourages them to count the seeds and to consider how much earth they need to fill their pots. This means that children's

p.2

need to do better?

n The childminder knows all children extremely well. She is confident to talk about their individual progress and the next steps in their learning. The childminder has secure systems to track children's development. She works in partnership with parents and regularly shares information with them. This collaboration helps to ensure that all children make good progress. n The childminder organises her environment effectively to encourage children to become active learners. The impact is that children are confident. They independently explore the learning experiences that have been planned around their individual interests. For example, children are excited to share with the inspector the roads and tunnels they have made for their cars. They talk excitedly about the car wash they made the previous day. n The childminder is duly focused on supporting children's communication and language skills. She continually engages in conversations with children and asks

p.2

need to do better?

them open questions. For example, during mealtimes children are encouraged to talk about their favourite foods and what tastes they like best. The childminder

p.2

need to do better?

19 June 2025 gives children time to think. She sensitively listens to what they have to say. This means that all children, including the youngest, are confident to contribute their ideas. n The childminder promotes positive role models to children. She is calm and patient and continually provides children with praise and encouragement. This supports all children to develop polite and respectful behaviours. For example, they are learning about the importance of taking turns and sharing popular resources. n The childminder encourages children's curiosity in nature. For example, children are encouraged to observe a spider in a web. She talks to them about the strong structure of the web and how spiders use these to trap insects for food. When some children share that they fear spiders, she reassures them that they are harmless. Children are fully captivated as they listen and continue to observe the spider with interest.

p.2

need to do better?

n Overall, the childminder promotes good hygiene practices and encourages a healthy lifestyle. This is because children know when they need to wash their hands and why they brush their teeth after lunch. They eat healthy and nutritious foods and enjoy physical play. However, the childminder has not fully considered children's independence and comfort at sleep time. This is because some children sleep in their buggies, which means they do not have space to move freely. n The childminder is committed to her own professional development. She attends training that helps her to reflect on her practice. For example, training linked to supporting children's interests has reinforced this good practice in her setting. n The childminder values working with parents to support children's care and learning. Parents speak extremely highly of the childminder's commitment to their children. They share that their children are making excellent progress. They

p.3

need to do better?

comment that children 'light up with excitement every morning when they arrive at the childminder's home'.

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 continue to strengthen the existing good systems for reflective practice to further improve children's independence at sleep time.

p.3

Setting details

Unique reference number EY380648 Local authority Hackney Inspection number 10380876 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 6 Number of children on roll 7 Date of previous inspection 27 June 2019

p.4

Information about this early years setting

The childminder registered in 2008. She lives in Clapton in the London Borough of Hackney. She works from 7.30am to 6pm on Tuesdays, Wednesdays and Thursdays throughout the year, except for family holidays. The childminder holds an appropriate early years qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The childminder spoke with the inspector about the children's learning and development, with a particular focus on communication and language. n The inspector and the childminder carried out a joint observation of a planned learning experience. They discussed and reflected on the impact this had on the children's learning. n The children spoke with the inspector and shared their favourite toys and the games they enjoy. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n The inspector spoke with some parents during the inspection and also reviewed written testimonials from parents. The inspector took account of their views.

p.5

Inspection activities

n The inspector looked at relevant documentation, including training certificates and evidence to demonstrate the suitability of household members.

p.5

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.

p.5

Inspection activities

19 June 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6