Childminder in Hounslow

Inspection date

Previous inspection date 11 January 2016 8 May 2012

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder has developed strong partnerships with other providers involved in children's learning to promote continuity for children.  The childminder is fully committed to improving her practice. For example, she identifies and targets areas for improvements, updates her professional knowledge regularly and attends a range of courses. She provides opportunities for her assistant to attend further training to develop her skills and knowledge.  The childminder has a good understanding of the learning and development requirements. She assesses and tracks children's development, planning activities and experiences to help all children make good progress in their learning.  Children form good relationships with the childminder and her assistant, who successfully support children's personal, social and emotional development. Children are happy, respectful and interact very well with each other. For example, children work

p.1

This provision is good

together, filling buckets of water to help clear out their sand tray.

p.1

It is not yet outstanding because:

 The childminder plans a good range of activities to promote children's mathematical development; however, she does not make the most of all opportunities to strengthen children's mathematical understanding.  Occasionally, younger children do not become fully involved during some group activities.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 strengthen further the good mathematics teaching to help children fully develop their understanding as they play and explore  review how group activities are planned and organised so that the youngest children are fully engaged and challenged.

p.2

Inspection activities

 The inspector spoke with the childminder, her assistant and children at appropriate times during the inspection.  The inspector observed the quality of teaching during activities and carried out a joint observation.  The inspector viewed children's files and a range of policies and documents, including the suitability of adults working with the children or living on the premises.  The inspector viewed all areas of the home used for childminding.  The inspector spoke to parents and read their written comments.

p.2

Effectiveness of the leadership and management is good

The childminder ensures that her assistant has a clear understanding of her role and responsibilities. Safeguarding is effective. The childminder and her assistant have attended relevant safeguarding training. They know the procedures to follow if they have concerns about the welfare of a child. The childminder has established positive relationships with parents and works well in partnership with them to promote children's learning and development. She keeps parents well informed about their children's routines, activities and achievements. Parents are happy with the quality of care provided and state how much their children enjoy attending.

p.3

Quality of teaching, learning and assessment is good

Teaching is consistently good. The childminder takes the time to get to know children when they start. She gathers information from parents to establish children's starting points and plans a wide range of challenging activities to meet their individual needs. The childminder and her assistant skilfully question children to extend learning and challenge thinking. Children develop their communication and language skills through the effective support of the adults. For example, they learn the names of ingredients they use during cooking activities. The childminder effectively promotes children's literacy skills. For instance, children use their imaginations to put on a puppet show and make up their own stories.

p.3

Personal development, behaviour and welfare are good

The childminder and her assistant have created a culture and environment which celebrate diversity and ensure that everyone feels included. They are good role models and manage children's behaviour well. Children learn to be kind and gentle towards each other and receive praise when they share resources and take turns. Children gain a good understanding about healthy lifestyles. For example, children learn about hygiene practices, enjoy healthy snacks and participate in a variety of physical activities, outdoors and in the local community. Children make their own choices and know how to explore the environment safely. For example, younger children understand how to negotiate the garden steps. The childminder promotes children's independence very well. For example, younger children feed themselves and older children put on their own coats and shoes.

p.3

Outcomes for children are good

Children are good communicators; they confidently talk to adults and join in conversations with their friends. Children are well prepared for the next stage in their learning, and the eventual move to school.

p.3

Setting details

Unique reference number EY266952 Local authority Hounslow Inspection number 833286 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 12

p.4

Telephone number

The childminder was registered in 2003. She operates from her home in Isleworth, in the London Borough of Hounslow. She works Monday to Friday from 7.15 am to 7pm all year. The childminder holds a relevant early years qualification and works with an assistant.

p.4

Telephone number

This inspection was carried out by Ofsted 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.

p.4

Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

p.4

Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5