Childminder

Childminder

Unique reference number (URN): EY404668 Registered with Ofsted: 19/02/2010 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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Achievement Expected standard

Children make steady progress from their starting points across the areas of learning. The childminder places clear emphasis on developing communication and language through meaningful experiences. For example, when children plant sunflower seeds, the childminder introduces vocabulary, such as 'seed', 'sprout' and 'flower'. Children talk about what they observe as the plants grow and begin to describe changes over time. These conversations help children extend their vocabulary and develop early understanding of the world.

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Achievement Expected standard

Children develop early mathematical understanding through practical experiences. When building towers with numbered blocks, children count aloud and compare height using language such as 'taller' and 'shorter'. These experiences help children build secure early number knowledge.

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Achievement Expected standard

The childminder monitors children's development and adapts learning experiences accordingly. Older children practise recognising letters in their names and managing personal belongings as part of daily routines. These experiences help prepare children for their next stage of learning, including school where appropriate. At times, younger children are not consistently supported to develop independence in routines, which means they do not always make the progress they are capable of in this aspect of their development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes a calm and positive environment where expectations for behaviour are clear and consistently reinforced. She explains routines to children and prepares them for transitions throughout the day. For example, she reminds children when it is nearly tidy-up time and explains what will happen next. These predictable routines help children feel secure and understand what is expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Warm and respectful relationships between the childminder and the children support positive attitudes to learning. Children approach her confidently and respond positively to guidance. When minor disagreements occur during play, the childminder intervenes calmly and models turn-taking language such as 'my turn' and 'your turn'. Children respond to this support and begin to share resources and reengage in play with support.

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Behaviour, attitudes and establishing routines Expected standard

Generally, the childminder supports children to learn alongside one another through shared experiences. For example, when reading books together, she encourages children to look closely at the pictures, listen to one another and take turns turning the pages. Overall, these interactions help children develop patience, attention and early cooperation.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors attendance carefully and follows up any unexplained absences with parents. This helps ensure children attend regularly and benefit from consistent routines and learning experiences.

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Behaviour, attitudes and establishing routines Expected standard

The childminder considers children's stages of development when supporting behaviour. At times, opportunities to extend children's emotional language and encourage greater responsibility in routines are not yet consistently embedded. Developing these aspects further would strengthen children's understanding of feelings and their growing independence in managing expectations.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's welfare and wellbeing through attentive care and consistent routines. She gathers detailed information from parents about children's care routines, preferences and developmental needs when they start. This helps her organise daily experiences that reflect children's individual circumstances. Children settle quickly and develop secure attachments with the childminder and her assistants. The childminder responds sensitively to children's cues and offers reassurance when needed. These warm relationships help children feel safe and emotionally secure.

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Children's welfare and wellbeing Expected standard

Children follow consistent routines that support their health and wellbeing. Children wash their hands before eating, enjoy healthy snacks and learn about foods that help them grow strong. During mealtimes, the childminder talks with children about healthy choices and encourages them to try a range of fruits and vegetables. She also promotes oral health through activities that help children understand how to care for their teeth. For example, children practise brushing using a model set of teeth and talk about why keeping teeth clean is important.

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Children's welfare and wellbeing Expected standard

The childminder supports children's physical development through active play and regular outings. Children develop coordination, balance and confidence as they explore and move freely.

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Children's welfare and wellbeing Expected standard

The childminder supports children to begin recognising their feelings through calm guidance and reassurance. Opportunities to consistently extend children's emotional vocabulary during everyday interactions are still developing.

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Curriculum and teaching Expected standard

The childminder reflects on children's engagement and adjusts the environment and experiences when needed. For example, after noticing that children showed limited interest in mark making, she introduced a magnetic wall surface and accessible drawing materials. Children now approach these resources independently and practise making marks and shapes with increasing confidence.

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Curriculum and teaching Expected standard

The curriculum covers all areas of learning and reflects children's stages of development. The childminder places emphasis on communication, language and early mathematics in everyday experiences. For instance, during physical play, using a pop-up tunnel, the childminder introduces positional language such as 'through' and 'inside'. She counts aloud as children move through the tunnel and encourages children to repeat numbers. This helps them build early mathematical understanding while developing their coordination.

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Curriculum and teaching Expected standard

The childminder plans experiences that encourage movement, cooperation and exploration. Children practise climbing, balancing and navigating space safely while developing resilience as they attempt new challenges. The childminder knows children's starting points and uses ongoing assessment to shape teaching. She adapts experiences to reflect children's interests and developmental needs. At times, opportunities to deepen children's independence in routines and to extend emotional language during interactions are not yet consistently embedded. Strengthening these aspects further would support children to develop greater self-regulation and responsibility in their learning experiences.

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Inclusion Expected standard

The childminder creates a welcoming and inclusive environment where all children feel valued and supported to participate fully in daily experiences. She gathers detailed information from parents when children start, including their interests, routines and developmental history. This helps her identify children's starting points and assess their individual needs accurately. The childminder reviews children's development regularly through observation and discussion with families. These reviews help her adapt experiences and resources to ensure children make positive progress.

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Inclusion Expected standard

The childminder takes practical steps to reduce barriers to children's learning and wellbeing. She works closely with parents and relevant professionals when children have additional needs. This helps her follow agreed care plans carefully. She also promotes children's early understanding of diversity. For example, when children explored a story linked to Ramadan, she explained that some families fast during this time and encouraged children to think about appreciating food. These discussions help children begin to recognise and respect differences.

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Inclusion Expected standard

The childminder reflects on her practice and adapts provision to meet children's needs. However, opportunities to ensure that all children, including younger children, consistently access equally ambitious experiences that promote independence are not yet fully embedded. This means that, at times, support in routines varies in how effectively it helps all children to develop independence.

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Inclusion Expected standard

There are currently no children on roll with special educational needs and/or disabilities, no children known to children's social care and no children in receipt of early years pupil premium funding.

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Leadership and governance Expected standard

The childminder provides organised and reflective leadership. She understands the strengths of the setting and reviews practice regularly to identify areas for improvement. She has taken action since the previous inspection to strengthen aspects of the curriculum, including increasing opportunities for mark making and sensory exploration. These changes help ensure that experiences remain engaging and appropriate for children's stages of development.

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Leadership and governance Expected standard

The childminder makes decisions that place children's needs at the centre of the provision. She gathers information from parents and other settings to understand children's starting points and routines. This helps her organise care and learning experiences that support children's development and wellbeing. She understands how to seek support and work with external professionals if children require additional help to overcome potential barriers to their learning or wellbeing.

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Leadership and governance Expected standard

The childminder supports staff wellbeing by maintaining open communication with her assistants and ensuring that roles and responsibilities are clearly understood. She engages in professional development through local authority training, webinars and professional networks. This helps her keep knowledge and practice up to date.

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Leadership and governance Expected standard

The childminder evaluates her practice. However, aspects of teaching and routines are not yet implemented with full consistency. In particular, approaches to promoting children's independence in daily routines and extending emotional language are not embedded across all interactions. As a result, opportunities for children to further develop independence and self-regulation are not always maximised.

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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 arrive happily and settle quickly into this welcoming, home-from-home environment. The childminder greets children warmly and helps them feel valued and included from the start of the day. For example, when children arrive from pre-school, the childminder encourages younger children to greet them. This helps children feel that they belong and supports them to build positive relationships with one another.

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

Children enjoy a range of experiences that reflect their interests and stages of development. They confidently explore accessible resources, selecting toys from clearly labelled baskets and returning to activities that capture their interest. The childminder joins children's play sensitively and extends learning through conversation and questioning. For instance, during snack time, children count pieces of fruit and talk about shapes and textures such as 'triangle' and 'wet'. These everyday moments support children to develop early mathematical understanding and communication skills while enjoying shared routines.

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

Children develop confidence and physical skills through active play. They crawl through tunnels, climb and explore space with increasing control. The childminder encourages children to keep trying when tasks feel challenging, helping them develop resilience and pride in their achievements. Older children engage in purposeful experiences that support early writing and number development, such as recognising letters in their names and building towers using numbered blocks.

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

Children make steady progress from their starting points. The childminder knows children well and provides experiences that build on what they already know and can do. For example, children develop their number knowledge as they count objects and compare size during play. Older children build confidence in managing aspects of their self-care and preparing for school routines. Through these experiences, children develop the knowledge, skills and confidence they need for their next stage of learning.

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Next steps

The childminder should strengthen consistency in supporting younger children's developing independence by embedding regular opportunities for them to take responsibility in daily routines. The childminder should help children to learn the words to describe their feelings during play with others to further support them to manage their emotions and understand turn- taking and sharing.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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About this inspection

The inspector spoke with the childminder and children and considered written feedback from 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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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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