Childminder in Hillingdon

Inspection date

Previous inspection date 16 March 2016 6 July 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder helps children to make good progress in their development and build the key skills they need for the next stages of their learning. Children receive the emotional support they need to prepare for future changes in their lives.  The childminder plans a good range of activities and experiences to promote children's learning. She makes regular observations of their play and uses these to create accurate assessments of their development.  The childminder seeks the views of parents and others when reviewing the quality of her practice. She regularly evaluates her skills and continually develops her knowledge and practice, to improve outcomes for children.  Children form strong bonds with the childminder, who is caring, warm and affectionate. The childminder offers children the security they need to develop their natural curiosity and build self-confidence as they play.

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It is not yet outstanding because:

 The childminder does not always reflect what she knows about children's individual backgrounds and experiences at home, in their play and learning.  The childminder does not always offer children a wide range of opportunities to learn about what makes them unique and how they are similar to other people in their lives.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 make the most of information gathered from parents to plan activities and experiences that successfully value children's backgrounds and build on their home experiences  help children to further develop their understanding of the differences and similarities between themselves and others, to further promote their awareness of diversity.

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Inspection activities

 The inspector observed the childminder's interactions with children and their daily play routines.  The inspector took account of the written views of parents.  The inspector and the childminder evaluated a planned activity together.  The inspector viewed a range of documentation, including policies and procedures, and children's records.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Effectiveness of the leadership and management is good

The childminder evaluates her skills and consistently maintains good standards of practice. She makes the most of her relationships with other professionals and accesses information and training that help to keep her knowledge up to date. For example, she has used learning gained from training to better promote children's mathematical development. The childminder regularly monitors children's progress and evaluates the effectiveness of her teaching, to help children progress as well as possible. Safeguarding is effective. The childminder has a clear understanding of local child protection procedures and what to do if she is concerned for children's safety. She completes daily checks of her home to keep hazards to a minimum and teaches children basic hygiene skills from a young age, as part of her daily routine.

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Quality of teaching, learning and assessment is good

The childminder regularly shares information with parents about the progress their children make. She involves them in the assessments she makes from the very start, to help plan future learning goals. The childminder uses a range of teaching strategies to help children learn. For example, she allows children to respond in their own time during play and keeps their play going with regular interaction and questions. She uses lots of imagination and enthusiasm in her approach and maintains children's interest in what they are doing.

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Personal development, behaviour and welfare are good

Children experience a range of play opportunities with the childminder, who helps them to be confident and to enjoy their learning. The childminder helps children to develop their imagination and coordination skills. For example, young children pretend to talk to their parents on toy phones and enjoy playing with puzzles. Children begin to be independent and make their own choices in play, and the childminder effectively helps them understand how to behave well. The childminder promotes healthy lifestyles in her daily routines. For example, children enjoy fresh air and exercise each day. The childminder helps children become ready for their next stage of learning, such as school.

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Outcomes for children are good

Children develop good communication skills. For example, young children respond to conversation using body language to convey their meaning as they develop their vocabulary. Children show high levels of interest in activities and pay attention for prolonged periods of time. For instance, children explored the buttons on an interactive toy and discovered how to use it by themselves. Children develop good social skills. For example, they seek out others to play with and learn to take turns or share resources.

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Setting details

Unique reference number 117827 Local authority Ealing Inspection number 840139 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 1 Total number of places 6 Number of children on roll 1

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Telephone number

The childminder registered in 1993. She lives in the London Borough of Ealing. The childminder offers childcare from 8am to 6pm each weekday, all year round.

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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.

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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.

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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 .

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Telephone number

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Telephone number

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

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