Childminder in Hillingdon

Inspection date

Previous inspection date 19 August 2016 14 December 2015

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 committed to developing the setting. For example, she used the skills gained recently, to improve planning and assessments of children's learning, to ensure they make good progress.  The childminder uses effective strategies to develop children's communication and language skills. For example, she supports children as they look at books and listen to stories. Children gain confidence in their use of words, and engage purposefully in conversations with the childminder.  The childminder provides many interesting activities, such as puzzles and board games, to develop children's early mathematical skills.  Relationships with children are strong. The childminder is kind and caring. Children are happy, settled and feel emotionally secure in the setting.  The childminder helps children to learn about similarities and differences between people in society. For example, she engages children in discussion as they look at

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This provision is good

photographs of themselves and other families with delight.

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It is not yet outstanding because:

 The childminder has not fully established links with other providers that children attend, to provide a consistent approach.  Occasionally, the childminder misses opportunities to support children to learn to do things for themselves during daily tasks and hygiene routines.

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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

 improve partnerships with other settings children attend to provide a consistent approach to their learning and development  improve the opportunities for children to develop their independence and self-help skills.

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Inspection activities

 The inspector observed activities and interactions between the childminder and children, and spoke with the childminder and children at appropriate times.  The inspector looked at children's assessment records, planning documentation and a selection of policies, including safeguarding procedures.  The inspector held discussions with the childminder in relation to observations of the children's play, learning and progress.  The inspector read written feedback from parents.  The inspector read the childminder's self-evaluation document and examined how she evaluates her provision, and targets areas for improvement.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder supervises children effectively, and undertakes daily risk assessments to help keep them safe. She has clear procedures to follow in the event of a child protection concern. The childminder makes good use of the self-evaluation process to identify strengths. She has addressed the action and recommendations at the previous inspection successfully. She is proactive in supporting her ongoing professional development, to raise standards further. For example, following training, she has grown in confidence to support children's love of music and movements, to provide better experiences for them.

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Quality of teaching, learning and assessment is good

The childminder completes precise observations and assessments, to help monitor children's progress and plan for their next steps. She makes effective use of the information gained to build on what children enjoy and can do. For example, the childminder supports children's interest in messy play, by providing them with malleable materials, such as play dough. Children enjoyed making shapes using different moulds and cutters, developing their mathematical understanding. Children develop an early love of writing. For example, the childminder provides a variety of resources, such as pens and pencils, to encourage them to draw and explore colours. The childminder has positive relationships with parents to ensure consistency in meeting children's needs. Parents feel informed about their children's learning, and comment positively about the service they receive.

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Personal development, behaviour and welfare are good

The childminder is attentive to children's needs and responds quickly to their ideas to motivate them to learn. For example, when children showed interest in imaginative play, she helped them find props and small-world toys, to enhance their experiences. Children had fun using their creative thinking to make their own 'ice cream,' and talked enthusiastically about their favourite flavours. The childminder supports children's healthy lifestyles well. For example, she provides children with fresh fruits for snack and takes them to local parks and toddler groups for physical play.

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Outcomes for children are good

Overall, children make good progress. They are happy, sociable and behave well. For example, they understand the boundaries and expectations of the setting. They are polite and show good manners. Children develop their confidence and acquire important skills to be ready for the next stage in their learning, including the move to school.

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Setting details

Unique reference number 138839 Local authority Hillingdon Inspection number 1057521 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 2 Total number of places 6 Number of children on roll 1

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Name of registered person

Date of previous inspection 14 December 2015

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Telephone number

The childminder registered in 1994 and lives in the London Borough of Hillingdon. The childminder operates from 7.30am to 6pm, Monday to Friday, excluding bank holidays.

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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

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

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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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