Hammond, Emma

Hammond, Emma

Unique reference number (URN): 2738602 Address: 137 Cavendish Road, LONDON, E4 9NG Type: Childminder Registered with Ofsted: 11/08/2023 Registers: EYR, CCR, VCR Registered person: Hammond, Emma

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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 secure and sustained progress through all areas of learning in relation to their starting points. From an early age, children are highly engaged and focused on activities for long periods of time. They confidently count numbers and enjoy developing their early writing skills. Children have a deep love of books that highly supports their interest in early reading and helps extend their vocabulary. Children from a young age converse with the childminder using extended sentences and raising deep and meaningful questions as they play or share books together. They are quick to pick up and use new words while playing with the childminder. Children respond to questions confidently to describe what they are doing and seeing. The childminder allows children ample time to explore and learn. This helps them to develop a positive attitude to learning. Children gain increasing strength in their physical development. They have a variety of resources to

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Achievement Strong standard

access in outdoor play to support them to learn to climb, balance and jump. All children, including those who may have barriers to learning, achieve well and are prepared for school when the time comes.

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Curriculum and teaching Strong standard

The childminder plans a broad and engaging curriculum that enables children to lead and make decisions in their own play. She has high expectations for all children and is clear about what she intends them to learn. Drawing on her secure knowledge of child development, she provides purposeful experiences that support children's progress. The childminder carries out regular assessments of children's learning to identify any gaps or emerging additional needs and uses this information to plan the next steps in learning. She prioritises children's personal, social and emotional development, recognising that children learn best when they feel safe, secure and valued. As a result, children are confident and remain deeply engaged in activities for extended periods.

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Curriculum and teaching Strong standard

The childminder makes effective use of daily routines to build on what children know and can do. She is particularly focused on developing children's communication and language, modelling clear speech and introducing new vocabulary naturally during play and everyday interactions. For example, as children explore musical instruments and sing familiar songs, she introduces the names of instruments and describes the sounds they make. Mathematical language is also woven into play as children compare sizes, shapes and colours when exploring resources.

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Curriculum and teaching Strong standard

The curriculum places strong emphasis on children's physical development. Children develop coordination and independence through activities such as using cutlery at mealtimes, mark-making and creative play, helping them build the control needed for early writing. The childminder knows each child well and adapts her teaching sensitively to meet individual needs and remove potential barriers to learning. Children also learn about the wider world through regular outings to local woodland areas and community spaces. However, the childminder does not effectively plan for children to learn about the differences

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Expected standard

between themselves and others. This limits children from developing a better insight about differences among themselves and the diverse community they live in.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm and positive environment where expectations for behaviour are clear and consistently applied. She develops warm and secure relationships with children, helping them to feel safe, valued and confident. The childminder knows children well and uses this knowledge to respond sensitively to their individual needs and stages of development. A well-established daily routine helps children understand what will happen next, which supports their sense of security and encourages positive behaviour.

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Behaviour, attitudes and establishing routines Expected standard

The childminder models respectful interactions and supports children to develop good social skills. She encourages them to share resources, take turns and play cooperatively during activities. Children are gently reminded to help tidy away toys before moving on to new experiences. This helps them learn to care for their environment and understand simple responsibilities, as well as reducing the risk of accidents from toys left on the floor.

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Behaviour, attitudes and establishing routines Expected standard

Positive behaviour is reinforced through consistent praise and encouragement. Children are supported to develop good manners and confidently use polite language, such as saying 'please' and 'thank you' during snack and mealtimes. The childminder also discusses the importance of regular attendance and punctuality with parents when children first start attending. This helps children benefit from consistent routines and learning opportunities and supports their readiness for future transitions, including starting school.

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Children's welfare and wellbeing Expected standard

Children form secure and trusting relationships with this kind and nurturing childminder, and enjoy their time with her. The childminder talks to children about how they are feeling and supports them to articulate their emotions. The childminder makes time to understand each child and their family's needs from the start. She gathers key information about children's health, medical conditions and dietary requirements to support their wellbeing. The childminder prepares food carefully and reminds children to eat slowly and not talk while they are eating. This is to ensure that there is no risk of choking. The childminder encourages healthy habits effectively. She offers a variety of nutritious snacks and home- cooked meals that children really enjoy.

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Children's welfare and wellbeing Expected standard

Children learn to care for their health and practise good hygiene, such as washing their hands before mealtimes and learning to use tissues to clean their dirty noses. The childminder ensures that she discusses with parents about supporting their children to learn about good dental health. Children get plenty of chances to play outside and explore the community outdoor venues too. This features highly on the daily plan of activities, which they love and which helps to keep them physically healthy.

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Inclusion Expected standard

The childminder knows children well and demonstrates a secure understanding of their individual care and learning needs. She gathers detailed information from parents when children first start, including their interests, routines and developmental starting points. This helps her to plan experiences that reflect children's interests and support their individual development. The childminder continues to observe children closely and undertakes regular assessments to monitor their progress. This enables her to identify if children are not reaching expected milestones and to consider the support they may need to make progress.

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Inclusion Expected standard

The childminder takes thoughtful steps to reduce potential barriers to children's learning and wellbeing. She adapts activities to reflect children's abilities and stages of development, ensuring that they can participate confidently in play and learning. The childminder understands the importance of working with others to support children effectively. She maintains open communication with parents to share information about children's progress and wellbeing. She also recognises when it may be necessary to work with external professionals and is willing to seek advice and guidance if concerns arise. In addition, she actively seeks professional development opportunities, including training to develop her knowledge of additional needs such as autism and speech and language development, so that she can adapt her practice to meet children's needs.

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Leadership and governance Expected standard

The childminder is experienced and holds a relevant childcare qualification. She regularly reflects on her practice and takes action to make improvements. She actively engages in exploring relevant literature or childcare sites online to keep her professional knowledge up to date. She is currently exploring further knowledge to strengthen her understanding of supporting children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder regularly reflects on her curriculum and continuously seeks ways to improve it. The childminder has effective relationships with parents. The feedback at inspection was positive overall from parents, who are very happy with the care that is provided. The childminder keeps parents up to date with their children's progress and offers advice on how they can support their children's progress at home. This helps to ensure that there is a consistent approach to children's care and learning. Although the childminder has supported children's transitions to other settings, these links are not consistently maintained. For example, a regular exchange of information with the nursery would enable a coordinated approach to supporting individual children's learning, development and wellbeing. Strengthening these partnerships would help ensure that children benefit from continuity in their care and learning across all settings.

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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 are very happy in the childminder's care and are familiar with the layout of the premises. Play and learning are largely child-led, enabled by the childminder's careful organisation of resources within children's sight and reach, giving them ample choice that reflects their individual learning and development. They thoroughly enjoy their time in the homely environment, seeking out the cosy book areas or engaging in role play in the home corner with a high-quality range of varied props. Children have secure relationships with the

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About this setting

childminder and respond warmly when she joins in their activities, which helps them feel safe and secure.

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About this setting

Children have daily opportunities for physical play and fresh air. The childminder plans many outdoor trips and regular attendance at stay-and-play groups, supporting children to develop a rich understanding of the world, access broader learning experiences and build friendships.

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About this setting

Children demonstrate a very positive attitude to learning. The childminder supports their development across all areas, encouraging interest in planned activities and a willingness to try new skills. They grow in confidence and independence as they make choices for play, listen attentively to the childminder and take part in routine tasks, such as tidying toys and setting themselves at the table for meals and snacks. The childminder is skilled at recognising when children need additional support, working closely with parents and involving other professionals when necessary. This ensures that all children, including those with special educational needs and/or disabilities, are fully supported to make the progress of which they are capable. From the outset, the childminder works in close partnership with parents to promote the importance of regular and punctual attendance.

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Next steps

The childminder should extend activities, resources and experiences for children to learn about the differences among themselves, diversity and the wider world. The childminder should build on the links established with other settings that children attend to further enhance supporting children's care and learning.

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About this inspection

The inspector spoke with the childminder and children during the inspection and gathered written feedback from parents.

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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. Unique reference number (URN): 2738602

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Address:

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

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Address:

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

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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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