Childminder EY303170

Inspection date

Previous inspection date 18 May 2016 28 July 2010

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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 understands how children learn and make progress. She successfully plans a variety of activities based on children's interests and abilities, which promote their development effectively.  The childminder offers good levels of praise and encouragement. This helps to support children's confidence, motivation and self-esteem. Children's behaviour is good.  The childminder's good interactions with children effectively promote their emotional well-being and progress in communication skills. For example, she introduces children to a wide range of words to describe objects and activities as she plays alongside them. This prepares them well for the next stage in their learning.  The childminder encourages communication with parents. She shares information daily and encourages them to support their children's learning at home. This helps to secure positive relationships with all parents.

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It is not yet outstanding because:

 At times, the childminder does not make the most of the information she gathers about what children already know and can do when they start, to extend their learning earlier on.  The childminder she does not fully monitor children's progress, to identify and close any emerging gaps in their learning so that they make rapid progress.

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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 better use of information gathered about children's development when they start, to build on their initial abilities and influence further plans for learning  sharpen the focus on individual children's progress, to make sure that any emerging gaps in learning are closed as quickly as possible.

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Inspection activities

 The inspector observed children at play throughout the inspection and assessed the quality of teaching, and its impact on children's learning.  The inspector spoke to the childminder at appropriate times during the inspection.  The inspector sampled documentation, including a selection of the childminder's policies, and looked at children's records.  The inspector took account of the views of parents through their written comments made available during the inspection.  The inspector discussed with the childminder her self-evaluation processes and plans for improvement.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder knows what action to take in the event of any concerns about a child in her care. The childminder reflects on her work and is keen to improve her provision. This includes the views of the parents and their children in the evaluation of her service. The childminder adds to her own skills and knowledge through training. She works closely with other childminders to share best practice. The childminder develops close links with local nurseries and schools. These good partnerships help to make sure that children are well prepared emotionally for their move to new settings.

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Quality of teaching, learning and assessment is good

The childminder completes regular observations and assessments of children's learning to plan for their next steps. They learn about the importance of family values and good manners. They are successfully confident as they choose what they want to do and where they want to play. Children enjoy many creative activities so they can explore different materials. For example, they are eager to mix paint together, print with various vegetables and make shapes with playdough. The childminder provides appropriate books to develop the children's interest in stories and early reading.

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Personal development, behaviour and welfare are good

The children form good relationships with the childminder and feel secure in their relationship with her. She helps children learn to keep themselves safe. For example, they learn to evacuate the premises in an emergency and take part in visits to the fire station. They understand the purpose of washing their hands before eating. The childminder provides children with nutritious and healthy snacks and meals. Children enjoy outdoor play each day. For example, they extend their physical development during their visits to the park to use the climbing equipment. The childminder ensures she develops children's knowledge of the wider world and other cultures. For example, dolls, books and other resources reflect the similarities and differences of the wider community.

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Outcomes for children are good

Children progress well in their learning. The childminder promotes children's mathematical development well. She helps children with their early counting skills. She also develops children's early communication skills well. For example, she continually talks to children, and encourages younger children to copy sounds and use a wider vocabulary of words. Children are learning to listen and follow instructions very well. They have good social skills and are learning to be independent in their self-care.

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Setting details

Unique reference number EY303170 Local authority Ealing Inspection number 827079 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 13 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 28 July 2010

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Telephone number

The childminder registered in 2005. She lives in Acton in the London Borough of Ealing. She operates her service from 8am to 6pm, Monday to Friday, all year round. The childminder holds a relevant early years qualification at level 3, and first-aid and safeguarding qualifications.

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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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