Cannon, Margaret Mary

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

This warm and friendly childminder builds strong relationships with the children she cares for. She thoughtfully considers their individual needs and interests when planning their day to ensure that learning is meaningful and enjoyable. Children make good progress as she supports their next steps alongside what they enjoy doing. Her strong emphasis on communication and language development is evident throughout the setting. The childminder regularly sings with the children in a range of situations, providing frequent opportunities for them to hear, learn and use new vocabulary.

p.2

The provision is good

Children behave well in the setting. The childminder sets clear rules and boundaries for children to follow independently. They take great pride in helping to tidy up as they sing together their special song. Children work together to make sure everything is in the right place. The childminder teaches children to be respectful of each other and their toys and the importance of being kind to each other.

p.2

The provision is good

Children are provided with regular opportunities to explore the world around them. They visit local parks, the family allotment, playgroups and the library. These experiences support their physical development, promote healthy habits and broaden children's awareness of their local community. Children have opportunities to participate in activities with larger groups of children, which encourages confidence in their social development.

p.2

need to do better?

n The quality of education is good as the childminder has a secure knowledge of child development and how children learn. Her curriculum ensures that all children have access to age-appropriate activities and resources that challenge their skills and extend on what they already know. The childminder seamlessly interlinks the curriculum throughout her interactions and play with children. For example, young children recognise numbers on a clock and continue their mathematical skills as they count their teeth while learning how to brush them properly. n Healthy habits are always promoted with this childminder. She provides a range of nutritious meals and snacks, including vegetables from her own allotment. Young children are taught how to manage their personal hygiene routines, such as blowing their own noses, putting tissues in the bin and washing their hands afterwards. The childminder prioritises developing children's independence with

p.2

need to do better?

these early skills to fully prepare them for their next steps. n Parents comment that they are very happy with this childminder. They recognise the love and care she gives the children and the range of diverse activities and trips they have access to. The daily feedback they receive supports parent

p.2

need to do better?

24 June 2025 partnerships and creates a home-from-home environment for children. The childminder meets the needs of all children and adapts her practice to ensure that they are happy. n The childminder adopts a gentle approach to settling in and works with the child and parents to accommodate their needs. She builds positive relationships with everyone involved, understanding that the child is at the heart of all practice. n The childminder plans activities that engage and excite children. Children are eager to participate and respond well to the childminder's clear expectations. They benefit from her consistent praise and encouragement, which help to build their confidence and self-esteem. n The childminder promotes communication and language development throughout the day. All children make progress in this area, including those who speak English as an additional language. She talks and sings to children as they

p.2

need to do better?

play, extending their vocabulary, and she role models good conversational skills. However, occasionally, her questions do not extend children's critical thinking or encourage them to think more deeply. n The childminder enjoys continuing her own professional development. She regularly attends training courses, which she then uses in her practice. For example, a recent course has helped her to identify key skills children learn through various activities. She uses these to identify next steps for the children she looks after. She keeps her knowledge up to date by completing extra reading where necessary.

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 strengthen the use of effective questioning skills to give children more time to think and respond to questions and enable them to share their thoughts and ideas.

p.3

Setting details

Unique reference number EY332032 Local authority Camden Inspection number 10388589 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 2 Date of previous inspection 18 July 2019

p.4

Information about this early years setting

The childminder registered in 2006. She lives in Brondesbury in the London Borough of Camden. The childminder provides care for children on weekdays from 7.30am to 6.30pm, throughout the year. The childminder holds an appropriate early years qualification at level 3.

p.4

Inspection activities

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 took account of parents' views. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the interactions between the childminder and the children.

p.4

Inspection activities

24 June 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.

p.4

Inspection activities

24 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