Childminder in Ealing

Inspection date

Previous inspection date 15 November 2016 29 November 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 demonstrates a strong commitment to improvement. She has addressed the actions made at the last inspection. She reflects well on the quality of her service. For example, she takes account of parents' views to make improvements and reads relevant information to keep her skills and knowledge up to date.  The childminder provides an engaging and well-resourced environment for children. She observes children as they play and monitors children's progress. Activities reflect children's individual needs and interests well. Children are confident to make choices in their play. All children make good progress in their learning.  The childminder supports children's emotional well-being well. For example, children share positive relationships with the childminder. They are secure, happy and settled in her care.  The childminder manages children's behaviour effectively. For instance, children learn

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This provision is good

to use good manners and take turns. They learn to respect differences in others' lives such as through learning about different festivals throughout the year.

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It is not yet outstanding because:

 The childminder does not always make the most of opportunities to support children's mathematical development.  The childminder does not consistently evaluate activities as well as possible, to inform her planning for the next steps in children's learning.

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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

 extend opportunities for children to develop their understanding of mathematical language and concepts  make better use of the evaluations of activities, to more precisely plan to support children's next steps in learning.

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Inspection activities

 The inspector observed children taking part in activities and observed the childminder's interaction with them.  The inspector evaluated a learning activity with the childminder and talked to her, and the children, at appropriate times during the inspection.  The inspector sampled documentation the childminder uses to support her practices and discussed self-evaluation.  The inspector took account of written feedback from parents.  The inspector viewed the areas of the premises available for children's use.

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Effectiveness of the leadership and management is good

The childminder has made significant improvements since the last inspection. For example, she has developed the range of activities and resources available for children, and she supports their communication and language skills well. The childminder demonstrates a commitment to professional development. For example, she has developed her understanding of child development to support her in completing the required progress check for children between the age of two and three years. Safeguarding is effective. The childminder has a good understanding of child protection issues and knows how to refer concerns about a child's welfare. The childminder has a shared approach to children learning. She works with parents to support children's progress. Parents comment they are happy with the care their children receive.

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Quality of teaching, learning and assessment is good

Children are happy and spend their time purposefully in the childminder's care. The childminder knows the children well and plans activities based on their interests. For example, children thoroughly enjoyed playing with toy vehicles, developing their imagination. The childminder is skilled in supporting their learning. For example, she engages in children's play and introduces new words to extend their vocabulary. She makes links in children's learning such as talking about mechanics as children take toys to the workbench and pretend to fix vehicles. Children are eager to join in activities. For example, they become absorbed in water play and concentrate as they watch water pour from cups, developing their understanding of cause and effect.

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Personal development, behaviour and welfare are good

Children are developing healthy lifestyles. They learn about good hygiene practices, for example the childminder talks to them about germs and children know to put their used tissues in the bin. Children have daily opportunities for physical play. For instance, they thoroughly enjoy playing football with the childminder, use wheeled toys in the garden and make regular trips to the park. The childminder is attentive to children's individual needs. She meets their care needs effectively and gives children lots of praise and encouragement. The childminder helps children develop their social skills including through outings to meet other children.

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Outcomes for children are good

Children are developing the required skills in readiness for their eventual move to school. For example, they develop independence such as self-dressing and helping with routine tasks. Children are motivated to learn and show high levels of self-esteem. They enjoy exploring the environment and make choices in their play. They learn to speak well in English and their home languages.

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Setting details

Unique reference number EY418690 Local authority Ealing Inspection number 1049396 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 3 - 8 Total number of places 6 Number of children on roll 1

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Name of registered person

Date of previous inspection 29 November 2012

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Telephone number

The childminder registered in 2011. She lives in Greenford, in the London Borough of Ealing. The childminder offers her service all week, throughout 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

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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