Childminder EY462702

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, secure and eager to learn in this setting. They form warm, trusting bonds with the childminder, who introduces visitors calmly and reassuringly, helping children gain social confidence. Settling-in routines are thoughtfully planned. For example, continuity was maintained during a summer break by meeting families in the park, supporting attachment and easing transitions. The childminder organises daily outings to parks, libraries and playgroups, enriching children's social development and broadening their experiences of the wider world. Indoors, children enjoy a well-equipped playroom with resources that reflect their interests, such as a role-play kitchen area, sensory books and musical instruments from around the world. These opportunities nurture curiosity, imagination and communication skills.

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The provision is good

The curriculum is carefully adapted to meet individual needs and interests. For instance, the childminder uses key words from home languages, such as Turkish, to build children's vocabulary and support communication. Through activities, such as snack time, children learn independence and self-care routines. Outdoors, they develop confidence and coordination using climbing equipment, stepping stones and forest school inspired activities. Overall, children thrive in a stimulating, nurturing and inclusive environment that promotes independence, positive behaviour and a love of learning.

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need to do better?

n The childminder delivers an individualised curriculum, carefully linked to children's developmental needs and interests. For example, after noticing children's fascination with play dough and shakers at playgroup, the childminder planned a focused activity. Children created their own shakers using coloured pasta, which promoted fine motor skills, vocabulary and engagement in cause- and-effect play. n Physical development is well supported through varied indoor and outdoor experiences. Children practise large movements, such as climbing steps, balancing on coloured stepping stones and moving with hula hoops. Small hand and finger skills are strengthened through activities, such as matching objects by colour, using scoops to transfer pasta and drawing or painting with large brushes. n Early mathematical learning is included in everyday routines and play. During snack time, the childminder counts banana slices with the children and uses

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need to do better?

words, such as 'on top' and 'under' when tidying toys. She also encourages children to match shapes and colours. These activities help children learn to put things in order, and feel confident with numbers and shapes. n Language and communication are promoted consistently. The childminder

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need to do better?

17 September 2025 incorporates familiar key words from home, uses descriptive vocabulary, such as 'cold' when exploring fruit and models social phrases, such as 'my turn, your turn'. Books are carefully chosen, including diverse stories and sensory pop-up texts, which extend children's curiosity and awareness of different cultures. n Healthy lifestyles and oral health are embedded in practice. Nutritious meals are provided, children explore oral hygiene using a dental kit and discussions highlight the effects of sugary foods on teeth. Children also practise handwashing, drinking from cups and exploring different textures of fruit. This supports children's independence and managing their self-care routines well. n The childminder thoughtfully creates a rich indoor environment. Role-play areas, such as the kitchen, allow children to engage in imaginative play. Musical instruments from different cultures, including African drums and Portuguese

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need to do better?

maracas, are used to explore rhythm, turn-taking and listening skills, promoting creativity and social interaction. n Partnerships with parents are strong. The childminder communicates progress daily and works collaboratively on milestones, such as potty training She uses props, such as toy potties and picture books to reinforce learning. This supports continuity in learning at home. Parents report significant progress in children's confidence, language and independence. n The childminder provides a safe and engaging environment, models routines and language and plans activities linked to children's interests and next steps. However, she does not always give children enough time and space to work things out for themselves during play and activities. This reduces their opportunity to test ideas, solve problems and strengthen emerging skills.

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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 increase opportunities for children to explore and make choices independently, so they can consolidate skills and develop critical thinking and problem-solving abilities.

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Setting details

Unique reference number EY462702 Local authority London Borough of Waltham Forest Inspection number 10375984 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 4 Date of previous inspection 13 May 2019

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Information about this early years setting

The childminder registered in 2014. She lives in the London Borough of Waltham Forest. The childminder operates all term time only, from 7.30am until 6pm from Monday to Friday. The childminder has a relevant early years qualification at level 6.

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Inspection activities

n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for the children's learning. 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 childminder and the inspector carried out a joint evaluation of an activity, and they discussed their findings. 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

17 September 2025 17 September 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

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

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