Childminder 135165

Inspection date

Previous inspection date 18 April 2016 7 February 2012

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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 is a caring role model, who knows the children well. She plans for their learning effectively overall. The childminder is mindful of supporting children to use their home languages to promote their developing language skills.  The childminder is confident in her knowledge of children's starting points and shares their achievements with parents. Children make good progress in their learning and development. They develop effective levels of independence and confidence.  Children are happy and content. They behave very well and show respect for others.  The childminder uses her risk assessments, policies and procedures well to promote children's health, well-being and safety.  The childminder is aware of the requirements for working with an assistant, and makes sure that assistants are clear about their role in supporting her.

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It is not yet outstanding because:

 The childminder has not extended the partnerships with others sharing the care of children, to promote more consistency in the planning for children's learning.  The childminder sometimes misses opportunities to encourage children to talk about their personal experiences and strengthen their understanding of what makes them similar or different from other people.

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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

 strengthen the partnerships with others sharing the care of children, to support a more consistent approach to planning for children's progress  help children to talk about their past and present experiences and the similarities and differences in relation to other people in the wider world.

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Inspection activities

 The inspector observed children in their play, indoors and outdoors, and during their interactions with the childminder.  The inspector spoke with the childminder about how she plans for children's learning and how she works with parents and others who also care for the children.  The inspector sampled the childminder's documentation and children's records.  The inspector discussed with the childminder how she has maintained her skills and developed her knowledge of her role.  The inspector spoke with the childminder about how she evaluates her practice and the progress children make in their learning.

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Effectiveness of the leadership and management is good

The childminder has a good understanding of her responsibilities. Safeguarding is effective. The childminder has a secure knowledge of child protection matters. Partnerships with parents are positive. Parents state that their children enjoy activities and experiences that improve their learning and development. The childminder shares children's progress with parents, and her plans for their children's next steps in learning. The childminder regularly evaluates her provision and is aware of the importance of maintaining her skills through training. She has, for example, completed a course for supporting the development of two-year-olds, which she states was informative and has improved her knowledge and understanding. The course has enabled the childminder to detail children's progress more accurately in the required two-year-old assessment.

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Quality of teaching, learning and assessment is good

The childminder interacts with children well overall and is sensitive to their individual needs. Her teaching practice helps children to join in and engage in their play. The childminder has secure systems to monitor children's progress. She regularly assesses children's language and communication development particularly to ensure children learning more than one language at home make good progress. She uses focused observations of children's learning to plan for their next steps and reviews her assessments to ensure all children make continuous progress. The childminder organises varied activities that motivate children to learn.

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Personal development, behaviour and welfare are good

The childminder promotes equality and diversity. She helps children learn to be respectful of each other and play cooperatively. Children have warm bonds with the childminder and she helps them feel safe and emotionally secure. The childminder provides regular opportunities for outdoor play, both in the garden and on outings away from the home, helping children to benefit from fresh air and physical play. The childminder provides healthy snacks that contribute to children's good health. She encourages children's mathematical skills, for example, to count how many pieces of fruit they have.

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Outcomes for children are good

Children enjoy their play and are happy and eager to join in. For example, children pretend to cook in the sand, make cakes and express understanding that the cakes must cool after they take them out of the oven. Children develop their physical skills by using sit-on vehicles. They confidently steer and adapt their speed. Children learn to recognise numbers as they concentrate and fit together pieces to complete a jigsaw puzzle. Younger children learn to identify colours as they explore with paint. Children are ready for the next stages of their learning.

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Setting details

Unique reference number 135165 Local authority Ealing Inspection number 825606 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection 7 February 2012

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Telephone number

The childminder registered in 1999. She lives in Northolt, in the London Borough of Ealing. The childminder occasionally works with an assistant. She cares for children weekdays, for most weeks of the year.

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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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