Smith Nelson, Alice Louisa

Smith Nelson, Alice Louisa

Unique reference number (URN): 2729356 Address: 1 Everington Road, London, N10 1HT Type: Childminder Registered with Ofsted: 06/07/2023 Registers: EYR, CCR Registered person: Smith Nelson, Alice Louisa

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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

The childminder builds a curriculum that considers all 7 areas of learning. She places a particular emphasis on children's language, physical skills and social development as the building blocks for further learning. The childminder sets up activities to excite children every day. She adapts activities to engage and develop children's learning. The childminder is skilful in preparing every child, including those with special educational needs and/or disabilities, for each stage of their learning. For example, when children explore outdoors, she ensures that children wear wet suits so they can take risks, keep trying and explore without fear.

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Achievement Strong standard

The childminder encourages children to be curious and to keep trying. For example, she encourages children who are early walking to explore outdoor equipment and find ways to use the slide that are comfortable for them. The childminder offers praise for inventive ways children choose to do this safely. This helps to promote confidence in children and an awareness of their capabilities. Children are well prepared for transitions throughout the day, as the childminder talks to children and provides plenty of time between learning. This helps to create a calm learning environment where children learn a breadth of knowledge in a fun and nurturing approach. Children make consistent progress.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children to understand that their voice matters. The childminder promotes respectful interactions through listening and interacting with children. For example, at lunchtime, meals are a social event where children and the childminder talk and babble throughout. This creates a happy mealtime, and children take turns to interact. The childminder seeks young children's permission before offering personal care. Young children gain a positive sense of self.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour and attitudes to learning. She arranges the learning environment so that all children's interests are considered and children can engage in learning. The childminder is responsive to every child's needs so that planning of activities can be adapted. She is aware that children's responses and moods can differ depending on how they sleep or what they have eaten. The childminder knows children well and can adapt her day to support these needs and respond accordingly.

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Behaviour, attitudes and establishing routines Strong standard

The childminder and any assistants she works with are kind and nurturing. As a result, young children behave very well and are kind to one another. The childminder recognises and supports the importance of parent partnership. Parents and carers speak highly of the teaching and support their children receive. The childminder sets routines daily, and families understand the importance of attendance and timekeeping. This helps children to establish a routine in their learning.

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Children's welfare and wellbeing Strong standard

Children's wellbeing is at the heart of everything the childminder does. She ensures that she gets to know every child and their family very well to offer a bespoke learning experience. As family dynamics change, the childminder is responsive and adapts her approach accordingly. The childminder builds strong attachments with every child. This is evident throughout the day with routines that are familiar to the children. Children frequently check in for a cuddle or reassurance as they build positive attachments. Children demonstrate a strong sense of belonging as they happily detach daily from their parents as they begin their day with the childminder.

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Children's welfare and wellbeing Strong standard

The childminder consistently evaluates her teaching and environment to ensure that every child has a high-quality learning experience. She plans the indoor and outdoor spaces to ensure that children thrive and learn. The childminder promotes healthy lifestyles, such as daily walks in the fresh air. Children eat healthy snacks. The childminder supports parents to provide healthy packed lunches. This helps children to develop their own healthy choices and decisions as they grow.

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Children's welfare and wellbeing Strong standard

The childminder consistently supports children to become independent learners. She offers children choices throughout the day, which helps them to build their confidence and learn the impact of their decisions. The childminder teaches children about their emotions, and they learn the impact of their feelings on their bodies and others.

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Curriculum and teaching Strong standard

The childminder wants every child to thrive and reach their full potential, including those with special educational needs and/or disabilities. She has high expectations for every child's communication and physical development. Children have daily trips to the woods and the local area, so they develop a positive attitude to physical activity. This helps children to learn about the world around them, nature and the environment.

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Curriculum and teaching Strong standard

The childminder fosters children's love of learning through exploration, independence and curiosity. She creates challenges for children, including the youngest. For example, at the water tray, children experiment with pouring and filling. The childminder provides water bottles where children must manipulate their small fingers to spray water onto dolls. She models how to do this using hand-over-hand techniques to support children's understanding. This helps to support children's fine motor skills for the development of early writing. The childminder ensures children learn about mathematics throughout the day through everyday play. For example, young children hear counting of resources and listen to mathematical language through words such as 'big' and 'small'. This helps children to understand the importance of numbers and the meaning.

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Curriculum and teaching Strong standard

The childminder uses children's starting points in development to build on a curriculum that is individualised for each child. She ensures that children learn in sequence, building a strong foundation of learning in their personal skills to develop strong positive interactions with their peers. The childminder is skilful in supporting young children's emotional development so that she is responsive to their needs. Parents share their love of the 'peek of the week', which is the weekly video the childminder provides to parents with a visual

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Expected standard

account of children's learning during the week. This helps to foster positive relationships with parents while also helping them to support and extend their children's learning at home.

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Leadership and governance Strong standard

The childminder has created a safe and welcoming space where children can thrive. Her nurturing approach is evident throughout the environment. The childminder consistently evaluates her practice and teaching so that children can experience high-quality learning experiences. The childminder recognises her strengths of supporting children's language, parent partnerships and outdoor learning. This helps children to develop into strong communicators and be confident and curious. Parents and carers speak highly of the childminder and the broad range of learning experiences their children receive.

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Leadership and governance Strong standard

The childminder ensures children thrive in an environment that has been arranged to challenge and engage them to be competent learners. High-quality teaching is consistent throughout the day. The childminder has high expectations for any assistants she works with. She provides a consistent approach to modelling expectations. The assistants value this support and replicate the positive approach to teaching by scaffolding and extending children's learning with confidence.

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Leadership and governance Strong standard

The childminder encourages her assistants to bring new ideas to the environment and to contribute. She values her assistants and provides ongoing support and training. The childminder ensures that children's transitions to school are well thought through. She visits schools so that teaching for children remains consistent and that their developmental stages are fully considered. This helps to build a positive impact for children's next stage in learning. The childminder supports children with special educational needs and/or disabilities well in her setting. However, she recognises that the strengthening of extending support from all educational specialists would ensure prompt intervention from other relevant partners.

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Inclusion Expected standard

The childminder establishes children's starting points in development through conversations with parents and carers and observations of children. This helps her to gain a holistic view of each child and their individual needs. The childminder skilfully assesses children's development and identifies children who have gaps in their learning. Access to ongoing training helps to support knowledge.

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Inclusion Expected standard

The childminder uses continual observations and monitoring to help to identify what support children require. She understands the importance of swiftly intervening and planning for children so that children build on what they know and what they need to learn next.

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Inclusion Expected standard

The childminder uses support plans to monitor children who have gaps in their learning and reviews on a regular basis. She has high expectations for every child and works to reduce the barriers to their learning. However, sometimes, the childminder does not extend her links to external partners fully. This does not ensure that children gain more specialist help to strengthen effective decision-making by all agencies.

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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 and any assistants she works with greet children each day with a warm welcome. She thoughtfully arranges the environment to excite and invite children to play safely and be curious while learning. The childminder builds strong and nurturing relationships with children and their families. This helps her to establish a balanced understanding of children and their needs. It also supports children to feel safe and secure, ready to begin their learning.

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

The childminder builds the promotion of communication and language into her curriculum for young children. Children hear a range of vocabulary throughout the day through conversations, storytelling and singing. For example, young children listen to the story of 'We're Going on a Bear Hunt' with intent. The childminder skilfully extends children's learning using hidden bears in the garden for children to hunt for through exploration. This helps to embed children's understanding of words and make links to real objects.

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

The day starts with a cosy story while children wait for their friends to arrive. Children understand and follow routines, which helps to provide structure in the day. The childminder provides lots of encouragement and praise throughout the day. Children demonstrate a positive approach to their learning. As young children play in the garden, the childminder

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Address:

1 Everington Road London N10 1HT encourages them to explore and have a try with the wide range of learning opportunities. For example, young children use equipment to climb, balance and step up on. This supports children's core strength and gross motor skills. When children are presented with challenges, the childminder steps back, allowing children to problem-solve with confidence. Children are proud of their attempts and achievements.

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Address:

The childminder ensures that children learn about the world around them. Children learn about festivals and cultures, which helps them to learn about their community. The childminder supports children with gaps in their learning swiftly with interventions to help them to catch up in their development.

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Next steps

The childminder should strengthen partnerships with other professionals to ensure that children with special educational needs and/or disabilities are fully supported with all the relevant agencies.

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About this inspection

The inspector spoke with the childminder and her assistant during the inspection.

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About this inspection

The inspector spoke to a number of parents 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. Type: Childminder

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About this inspection

Registered person: Smith Nelson, Alice Louisa

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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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

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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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