Childminder

Childminder

Unique reference number (URN): EY222539 Registered with Ofsted: 15/08/2002 Registers: EYR, CCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children make strong progress across all areas of learning, preparing them well for their next stage and eventual move to school. They are confident communicators who express their needs clearly. Children are regularly engaged in play at the childminder's setting. They concentrate and engage in their learning independently and alongside each other. For example, children listen well to stories about teeth cleaning, ask questions and relate the routine to familiar experiences at home.

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Achievement Strong standard

Younger children show resilience as they navigate large steps while holding toys. Older children persevere when peeling a banana or pouring drinks. The childminder offers consistent praise and encouragement. This helps children to feel a strong sense of achievement and self-confidence. The childminder supports children to develop and build on their communication skills, helping them to catch up where needed. She engages in meaningful conversations and speaks with children throughout the day to extend their language and understanding.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is a positive role model to children. She offers children a happy, secure and enabling environment in which they can progress well and feel safe. As a result, children are well behaved. They understand the boundaries for their behaviour and treat each other well. For example, younger and older children interact well and help each other. They play alongside each other, and this constant practice is observed at the setting. Children know and understand daily routines. They follow instructions, such as handwashing before eating. Children complete simple tasks, such as tidying away toys.

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Behaviour, attitudes and establishing routines Strong standard

The childminder speaks to parents and carers about the importance of punctuality and attendance as part of her curriculum, to help ensure that children get the most from their time at the setting. The childminder ensures that all learning activities are tailored to the right level for each child, enabling them to make strong progress in their learning. She consistently reminds children of the expected boundaries for their behaviour. This helps children to manage their own feelings effectively.

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Children's welfare and wellbeing Strong standard

The childminder ensures that children form secure attachments and that she meets their individual care routines effectively. For example, she supports children through potty training and provides additional help if any difficulties arise. The childminder offers children rewards when they successfully use the toilet independently. Younger children's needs are met through consistent nappy changing routines, ensuring they are comfortable and well cared for.

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Children's welfare and wellbeing Strong standard

The childminder supports children to learn about personal safety. For example, during outings, children learn about road safety. The childminder encourages children to take safe risks when using climbing equipment at parks and play activity centres. She also helps children to understand and manage their emotions. For instance, the childminder reminds children about sharing and links this to expectations in other settings they attend, such as pre-school. The childminder helps children to develop an understanding of their own wellbeing by talking to them about the importance of healthy eating.

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Curriculum and teaching Strong standard

The childminder demonstrates a strong knowledge and understanding of how children learn and develop. She provides a well-designed curriculum that enables children to make strong progress across all areas of learning. The childminder knows each child extremely well, including their starting points and next steps for development. She carefully considers how the curriculum can support children's individual needs. For example, the childminder sequences children's learning in mathematics. She uses every opportunity to add simple counting, such as collecting leaves outdoors. The childminder also supports children's physical development, for example when counting ducks during indoor activities.

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Curriculum and teaching Strong standard

High-quality teaching is evident. Adult-led play is planned and purposeful, with rich back- and-forth discussions that extend children's language. Children are confident and motivated to engage in child-led play, such as imaginative role play. The childminder is focused on improving her teaching practice. For example, she undertakes targeted training and conducts case studies on individual children to gain a better understanding of their specific needs. This helps her to improve how she teaches and plan effectively to support each child's development. The childminder consistently prioritises children's overall development. She supports their emotional wellbeing effectively. For example, she praises children's achievements to build their confidence and self-esteem.

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Inclusion Strong standard

The childminder has high expectations for all children. She carefully observes and assesses children's individual needs from when they start to ensure that she meets them. The childminder works effectively with external agencies so that children receive the support they require. In addition, she builds strong partnerships with parents and carers, signposting them to healthcare specialists for further assistance when needed. The childminder follows advice and strategies provided by professionals. For example, she uses repetition and maintains eye contact when reading stories and in all her strong interactions with children to promote their language development. This helps children to feel confident and secure and make strong progress in their learning. The childminder understands how to use any additional funding when accessed to meet the needs of all children, ensuring it is targeted effectively to improve their care and wellbeing. The

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Inclusion Strong standard

childminder is active in undertaking any training to support all children's individual needs.

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Leadership and governance Strong standard

The childminder places a strong focus on continuous improvement to ensure high-quality care and education. She undertakes a range of training courses to enhance her knowledge, such as improving the learning environment. The childminder evaluates the impact of resources on children's learning and makes changes based on her observations. For example, after replacing all resources with wooden materials, she found that children were less engaged due to the lack of colour and how real the toys looked, such as pretend fruit and food. As a result, the childminder has changed to a mix of wooden and plastic toys, which she has observed better supports children's learning.

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Leadership and governance Strong standard

Additionally, the childminder has completed training on the revised framework, strengthening her understanding of how research informs good practice. Partnerships with parents and carers are strong. They receive daily updates about their children's activities and progress through platforms, such as a messaging app and a dedicated parent app. These ways of communicating provide parents with instant information. It allows them to respond and share relevant details, ensuring that the childminder meets children's individual needs.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

The childminder provides a nurturing and caring environment, where children consistently achieve highly. They feel safe, welcomed and valued in this exciting and stimulating setting. Children are highly motivated and consistently make strong progress in their learning and development. This prepares children well for their transition to school or the next stage of learning. They form secure friendships with their peers and develop social skills to a high level. Toddlers enjoy navigating steps, coming down backwards while holding onto resources. They show delight when playing in their favourite activity, such as a ball pool. These experiences support the development of children's physical skills and coordination.

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What it's like to be a child at this setting

Older children are observant and engaging, reacting warmly when they discover a small spider on a chair. This moment sparks their imaginations and curiosity. The childminder uses the opportunity to extend children's learning. For example, she initiates discussions about spiders, their appearance, size and where they come from. These conversations support children's consistent language development, introducing new vocabulary and encouraging children to express their ideas and ask questions.

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What it's like to be a child at this setting

The childminder demonstrates a strong commitment to meeting the needs of all children. She adapts her provision effectively, for example, by reading to children to support their communication and language development. The childminder ensures that children are collected from school promptly. She works closely with parents to monitor children's attendance. The childminder fosters an inclusive environment, welcoming families from the local community and beyond. Children's independence is promoted consistently. For instance, the childminder encourages children to make choices throughout the day.

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About this inspection

The inspector spoke with the childminder during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:30

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About this setting

Local authority: London Borough of Waltham Forest

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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

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