Childminder EY272080

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

The childminder provides a varied and interesting environment for children to explore. She knows, and caters for, each child's interests. The childminder ensures that children are aware of her high expectations and promotes positive behaviour. She engages warmly with children and ensures they settle well. Children are confident, happy and secure in her care.

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The provision is good

Children's learning is supported well by a broad range of activities linked effectively to the curriculum. The childminder engages children in conversation by asking questions as they play. She reads lots of stories to children and ensures that they have access to a wide range of books. Children happily settle down on cushions to browse through their favourite stories and develop a love of books. The childminder observes children's mood carefully and will ask children how they are feeling. She teaches children the names of different emotions and reads stories to help children to understand them. The childminder asks children how baby dolls are feeling as they take part in pretend play and children say that they are 'happy'. The childminder keeps track of children's progress, plans activities to meet children's needs and provides extra support where needed. She values each child highly and all children make good progress in readiness for school.

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need to do better?

n Children happily put clothes on dolls during pretend play and use those learned skills to try to dress themselves. When they arrive at the childminder's home, older children remind younger ones to put on their indoor slippers, which they confidently do. At snack time, children carefully cut up strawberries to eat and they have good independence skills. n The childminder supports children's mathematical skills effectively, for example, by using comparative words, such as 'big' and 'little'. As children concentrate on puzzles, she teaches them how to identify colours and shapes. Children confidently count the number of objects in a story and the childminder teaches them simple addition by adding 'one more'. n Parent partnerships are strong. The childminder shares information about children's development with parents regularly. Parents share information about their child's current interests and skills with the childminder, who uses this

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need to do better?

information to shape her practice. This helps to promote best outcomes for children. n The childminder understands what she needs to do to seek support for children with special educational needs and/or disabilities. She will discuss any concerns about children with their parents and understands the role of the the local authority special educational needs coordinator. She understands the role of health professionals involved in a child's life and is willing to work closely with

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need to do better?

28 July 2025 them to promote best outcomes for children. n The childminder teaches children why they need to keep their teeth and gums healthy by reading stories about oral hygiene. Children enjoy practising toothbrushing skills on toy dolls and gain a good awareness in this area. n The childminder helps children to gain an understanding of the world in interesting ways. For example, she shows children pictures of themselves as babies and how they are now, to teach them about how people age. She helps them to understand how things grow as children water indoor plants regularly. They enjoy learning about animals, and how they live, by going on farm visits with the childminder. n The childminder promotes children's understanding of healthy lifestyles. She provides fresh fruit snacks and stores children's packed lunches suitably. The childminder teaches children the names of different fruits and vegetables and

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need to do better?

explains how they help our bodies. Children get out in the fresh air daily, and experience physical challenges, as the childminder takes them on trips to the local park. n Children enjoy using tools and materials to make pictures. For instance, they concentrate well as they colour in pictures of butterflies with brightly coloured paint. However, regular opportunities for children to explore musical sounds and different musical instruments are not fully developed. n On some occasions, children learn to share resources, such as paint pots during creative activities. However, at times, the childminder forgets to reinforce children's turn-taking skills. For instance, during a group game, some children do not wait their turn and more focus is needed in this area to support children's social development.

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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 enhance knowledge of how to support children's creative development more fully, particularly in relation to exploring musical instruments n strengthen the delivery of the curriculum by providing more ways to develop children's turn-taking skills, to support their personal and social development.

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Setting details

Unique reference number EY272080 Local authority Camden Inspection number 10379063 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 6 Date of previous inspection 12 November 2024

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Information about this early years setting

The childminder registered in 2003. She lives in West Hampstead, in the London Borough of Camden. The childminder provides care for children from Monday to Friday, from 8am to 5pm, all year round and is closed on public bank holidays. She accepts government funding for childcare places. The childminder holds an early years qualification at level 3.

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Inspection activities

n The childminder talked to the inspector about how she organises her provision and her curriculum as the inspector viewed the premises. n The childminder carried out a planned activity and evaluated this with the inspector. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector viewed some documentation and held a discussion with the childminder.

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Inspection activities

28 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

28 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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