Childminder

Childminder

Unique reference number (URN): EY472967 Registered with Ofsted: 24/02/2014 Registers: EYR, CCR, VCR

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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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Inclusion Strong standard

The childminder demonstrates a clear commitment to inclusion, ensuring that every child feels valued, respected and fully involved in all aspects of the setting. She takes time to understand each child's individual needs, interests and background, enabling her to provide personalised care and learning experiences that help every child to flourish. She works with parents to understand cultural belief systems, so all children receive the support they need and are entitled to.

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Inclusion Strong standard

Children with additional needs are supported well. The childminder works closely with parents and external professionals to ensure that strategies are consistent and effective, and she adapts activities and routines so that all children can participate confidently. She is proactive in seeking advice and training to strengthen her knowledge and ensure her practice remains responsive and inclusive. She explains how she would use additional funding to access training for herself and enrich the resources to meet children's needs.

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Inclusion Strong standard

Resources reflect diversity positively because the childminder selects them with purpose and care. She plans activities thoughtfully so that children have access to a wide range of meaningful experiences that broaden their understanding of the world. Children learn to appreciate and celebrate differences through meaningful experiences that reflect a wide range of cultures, languages and family structures. For example, the childminder talks to children about countries of their heritage, helping children to celebrate their similarities and differences. The childminder models inclusive language and behaviour so children develop respect and a strong sense of belonging.

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Achievement Expected standard

Children achieve well because the childminder builds effectively on what they already know and can do. Using the information she collects from parents and through her own observations, she plans activities to support children's next steps. For example, children touch and explore real fruits, using their senses of sight, smell, touch and taste to support their sensory development. These hands-on experiences help them build and deepen their understanding and make meaningful links in their learning. However, adult-led activities sometimes limit opportunities for older children to shape their own play.

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Achievement Expected standard

Healthy habits are promoted consistently. Children learn about brushing their teeth, eating well and understanding how to keep their bodies healthy. A wide range of activities, including feeding the birds and exploring the outdoors, support their physical development and promote their understanding of nature. These experiences promote children's wellbeing and help them make steady progress in their learning and development. The childminder also attends local groups with the children, giving them valuable opportunities to socialise and develop confidence with other children.

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Behaviour, attitudes and establishing routines Expected standard

Children respond well to the clear routines and positive expectations established in the setting. The childminder consistently models courteous behaviour, using 'please' and 'thank you' to reinforce respectful communication. She encourages children to tidy away resources together, helping to build cooperation and shared understanding. Transitions are managed smoothly. For example, a tidy-up song signals the end of activities and helps children move calmly to the next part of the routine.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children who are still learning routines with calm, consistent guidance. She models expectations clearly and uses gentle encouragement to help children understand what to do. Her frequent praise reinforces positive behaviour and builds children's confidence as they develop new skills.

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Behaviour, attitudes and establishing routines Expected standard

Care routines, such as nappy changing, are warm and interactive, with songs, rhymes and conversation that promote children's comfort and wellbeing. The childminder talks about feeling clean and reinforces the importance of handwashing, helping children develop healthy habits. Throughout the morning, children are offered meaningful choices, which strengthens their independence and sense of control. These consistent approaches help children develop positive attitudes, kindness towards others and the social skills they need to participate confidently in the setting.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are consistently promoted. Children form strong, trusting relationships with the childminder, seeking her confidently for comfort and reassurance. The childminder engages purposefully at children's level, using high-quality interactions to extend their thinking and deepen learning. She models positive behaviour consistently, which strengthens their self-esteem and confidence. Children receive appropriate time to process instructions and respond, and the childminder's patient encouragement helps them feel secure and valued.

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Children's welfare and wellbeing Expected standard

Children show confidence in daily routines. They are encouraged and supported to hang up their belongings as they arrive in the morning, supporting them to develop independence and a clear understanding of expectations. The childminder recounts events, names objects and encourages responses, which supports language development and fosters warm, positive relationships. Children interact kindly with one another, forming friendships that enhance their social skills and sense of belonging.

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Children's welfare and wellbeing Expected standard

The childminder adapts activities and routines sensitively for children who need extra support, helping them take part successfully. She gives clear guidance so every child understands what to do and praises their efforts. Her nurturing approach strengthens children's wellbeing. Parents comment positively on how patiently she encourages a fussy eater to try new foods, offering familiar cultural foods to build the child's confidence and help them feel comfortable exploring a wider range of tastes.

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Curriculum and teaching Expected standard

The childminder delivers an appropriate curriculum that captures children's curiosity and builds their knowledge securely over time. Carefully planned and arranged activities immediately draw children in, prompting rich discussion about animals, colours and fruits. She introduces new vocabulary with purpose and celebrates children's attempts to use it, strengthening their language and confidence. Learning is woven across areas; children build their hand–eye coordination through creative activities, learn to balance and move rhythmically through music, and develop their large motor skills through physical play outdoors.

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Curriculum and teaching Expected standard

The childminder responds sensitively to children's communication. For example, when children babble and point, she names the objects for them, recognising this as an important stage in language development. Story time provides valuable opportunities for children to learn and practise naming and pronouncing animal sounds. The childminder thoughtfully uses real objects to bring books to life, helping children make meaningful links between the story and their own experiences. Throughout, she encourages children to recall what they already know, deepening their understanding and strengthening their ability to connect new learning with what they already know.

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Curriculum and teaching Expected standard

Cultural experiences are embedded naturally. Children practise balancing a basket on their heads using a scarf, linking this to different cultural traditions. A fruit tasting activity, using ingredients the children helped buy the day before, reinforces learning and provides a valuable, hands-on experience that supports independence, communication and real-world understanding. However, on occasion, younger children struggle to maintain focus on adult- led activities, so they become disengaged.

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Leadership and governance Expected standard

The childminder has a secure understanding of her provision and manages her setting effectively. She has a clear awareness of the care and education she aims to provide and reflects on her practice to identify areas she would like to develop further. She accesses ongoing professional training to keep her knowledge current and to support steady improvements in her work. She also seeks support and guidance from the local authority early years coordinator. The childminder keeps up to date with developments in the early years by accessing training, including that which is offered by childminding support groups.

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Leadership and governance Expected standard

The childminder builds positive relationships with parents from the start, sharing information regularly to help them stay informed about their child's progress and wellbeing. She supports children appropriately through transitions between home and education settings, communicating with nurseries, schools and other professionals as needed. She assesses children's starting points and uses this information to plan suitable next steps that help guide their learning and development. Through her organisation, reflective practice and commitment to meeting requirements, the childminder provides a safe, caring and well- managed environment where children can make expected progress.

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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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Voluntary Childcare Register requirements

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

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Register

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

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

Children make good progress in this warm and nurturing setting. The childminder knows children's life stories and uses this knowledge to help them settle into her setting. She celebrates their heritage, displaying their artwork and family portraits to promote a strong sense of belonging.

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

Children are busy and active throughout the day, confidently choosing from a wide variety of engaging resources. They form strong, trusting relationships with the childminder, helping them feel secure and ready to learn. A balanced mix of adult-led and child-initiated activities

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Inspector:

Rehema Essop encourages children to explore and follow their own interests. The childminder recognises and celebrates each child's individuality, ensuring that every child feels valued and supported in their learning.

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Inspector:

Children enjoy daily outings that broaden their experiences and support their development. Regular visits to the local forest and community play sessions help them develop a love of the outdoors while socialising with other children. Trips to local shops to buy fruit and vegetables give children valuable opportunities to learn important life skills, such as making healthy choices and understanding where food comes from.

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Inspector:

The childminder supports children's communication and language effectively, modelling new vocabulary and seeking external advice when needed to ensure every child makes progress. Children learn the importance of being kind, helping one another and working together, which strengthens their social skills. Unwanted behaviour is managed quickly and effectively, so children learn to play alongside each other. This also helps them to understand the rules of the setting, including looking after resources and treating others with respect.

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Inspector:

The childminder promotes regular attendance effectively and works closely with parents to help them understand how important consistent attendance and punctuality are for their children's learning and development.

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Next steps

The childminder should review adult-led activities so younger children can be supported to maintain focus and benefit fully from the intended learning. The childminder should offer further opportunities for older children to shape their own play, putting in place appropriate challenge to enable them to develop greater independence and deepen their engagement in learning.

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About this inspection

The inspector spoke with the childminder and some parents and carers 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 setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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