Childminder EY540755

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 arrive happily and quickly settle in with the childminder, who provides a nurturing and engaging environment. This effectively promotes children's self- esteem and sense of belonging. Before the children arrive, the childminder prepares their favourite toys and resources, including arts and crafts, and vehicles, ensuring they are readily accessible. The childminder develops an ambitious curriculum that encourages children's growth in all areas of learning. She has a good understanding of the children in her care and ensures they engage in a variety of activities aligned with their interests. For instance, the children enthusiastically use spreaders, glue, and coloured paper to create their versions of a bus while sharing their experiences of riding one and discussing an upcoming outing.

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The provision is good

The childminder is caring and attentive, effectively supporting the emotional well- being of the children. She maintains high expectations for their behaviour, which is reflected in how well they interact with one another. The children show respect for one another, take care of their toys, and invite each other to play. Additionally, the childminder teaches children to respect cultures different from their own through stories, toys, and planned outings. All children, including those with special educational needs and/or disabilities (SEND), as well as those receiving additional funding, make good progress.

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need to do better?

n The childminder demonstrates a strong understanding of each child's individual needs and interests. For example, she provides activities that children enjoy, such as vehicles, construction materials, and role-play resources. She accurately assesses all children's learning and development. However, the childminder does not consistently apply her knowledge of each child's unique needs to effectively plan their next steps in learning. n The childminder effectively enhances young children's communication skills. As they play, she introduces new vocabulary and engages them in conversation. However, there are times when she does not give the children enough time to think through their ideas and respond to questions. Despite this, she fosters a love of reading from an early age by sharing books with children. For instance, she encourages discussions about the story of the three bears and helps the children compare the sizes of different objects while also practising counting.

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need to do better?

n Children enjoy a variety of exciting experiences. For example, they eagerly participate in role-play activities, taking care of their dolls and pretending to cook in the play kitchen. They become deeply engaged with construction materials and actively listen to stories during circle time. Children have positive attitudes toward their learning.

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need to do better?

17 July 2025 n Children enjoy the outdoor, spacious balcony, where the childminder teaches them to identify shapes in the water tray and to fill and empty sand containers. They also use various wheeled toys, such as pedal bikes. The childminder organises visits to the local community, helping children learn about their world. These experiences help them build confidence in their social and physical skills. n The childminder values her partnership with parents, who appreciate her caring nature and commitment. She communicates effectively, providing information that helps parents support their children's learning at home. n The childminder helps children build essential skills for future learning and a smooth transition to school. For instance, children demonstrate good self-control during group activities, sharing resources and increased confidence in their independence skills. All children, including those for whom the childminder

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need to do better?

receives funding, make good progress from their starting points. n The childminder considers the needs of the children when evaluating her practice. She selects training opportunities that increase her knowledge to effectively meet the learning and development needs of the children in her care. For instance, she participated in behaviour management training to help children understand their emotions and build their confidence. n Children engage in good-quality learning opportunities in mathematics. They effectively use mathematical language during play and singing. For example, they grasp the concept of adding or removing one chair and apply this understanding when discussing the number of children and dolls sitting on the role-play bus.

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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 make accurate use of what is known about children in order to plan even more opportunities to support their individual next steps more fully n give children more time to think and respond to questions, developing their communication and language and skills even further.

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Setting details

Unique reference number EY540755 Local authority Hackney Inspection number 10388739 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 3 Date of previous inspection 25 July 2019

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Information about this early years setting

The childminder registered in 2016. She lives in Stamford Hill, in the London Borough of Hackney. The childminder provides care from 9am to 3.30pm, every weekday during term times only. The childminder accepts funding for children aged two and three years old.

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Inspection activities

n The inspector observed the quality of education being provided and assessed the impact on children's learning. n Parents shared their views of the childminder with the inspector. n The childminder and inspector discussed how the curriculum had been implemented and the impact it had on the children's learning. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector sampled a range of key documentation on request. n The inspector observed the interactions between the childminder and children.

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Inspection activities

17 July 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

17 July 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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