Childminder in Ealing

Inspection date

Previous inspection date 7 December 2016 6 August 2013

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Partnerships with other professionals are highly successful and help the childminder to meet children's needs effectively. The childminder shares detailed and relevant information with other provisions children attend, which ensures children's individual learning experiences are continuous and fully supportive.  The childminder keeps her home safe for children to explore and move around in with confidence. Children make choices about their play and receive support to develop their play and ideas, for example, as they create shakers with numbered shapes.  The childminder skilfully supports children's communication skills. For example, she asks questions that help them to use their developing language, such as about the colours of their clothes and those of their favourite character. Children are constantly building on their skills and make good progress from their starting points.  Children's personal and emotional development is well supported. Practical activities

p.1

This provision is good

help children to know and understand the needs of their friends. For example, they understand how take care with younger children by not leaving small toys on the floor.

p.1

It is not yet outstanding because:

 The childminder's evaluation systems are in their early stages and do not currently include parents' suggestions to help improve her service to families further.  Children have few opportunities to strengthen their understanding of their own lives and those of others in their community.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 increase opportunities to include and use parents' ideas to help develop the childcare provision even further  improve opportunities for children to learn more about events in their own family and culture, and about other people's lives in their local community.

p.2

Inspection activities

 The inspector and the childminder discussed the systems she uses to observe and record children's progress, and the documents she uses to support her work.  The inspector looked at the rooms and resources the children use.  The inspector completed observations of the children as they engaged in activities with the childminder.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of how to protect children in her care. She knows how to recognise the signs and symptoms of any welfare concerns and the procedures to follow to report these to the appropriate agencies. The childminder monitors her practice and considers some ways to improve her childcare service. For example, she seeks suitable training opportunities and shares practice ideas with other childminders. Overall, the childminder has successful partnerships with parents, for example, keeping them informed of their children's daily experiences. The childminder assesses children's progress successfully and uses this information to identify what the children know, how they learn and their interests. Her successful teaching methods help her to close any gaps in their learning.

p.3

Quality of teaching, learning and assessment is good

The childminder knows the children very well and plans activities that are enjoyable and help each child to make good progress. Children are excited to learn. The childminder relates learning to everyday experiences to help children learn as effectively as possible. For example, she asks children about the colour of familiar cars to help them recognise and name different colours, and to count the grapes and slices of pear as they enjoy their snack. The childminder helps children to understand about the importance of physical exercise in enjoyable ways. For example, they laugh when using their hands to sound out rhythms on musical instruments.

p.3

Personal development, behaviour and welfare are good

Children form secure emotional attachments to the childminder. She is highly sensitive to their needs and meets these very successfully. For example, when sleeping children wake they look to her for comfort and hugs. The childminder uses high levels of praise and encouragement to help children feel confident about their own abilities. Children are well behaved and understand how some actions and words can hurt each other's feelings. The childminder helps children to understand about good health. For example, she teaches them the importance of blowing their noses and of covering their mouths when they cough, praising them when they remember to do so.

p.3

Outcomes for children are good

Children make good progress from their starting points. They develop good skills in language and communication and enjoy solving problems. For example, children know how to fit shaped blocks into the correct holes. Children develop useful skills for their future learning and for school.

p.3

Setting details

Unique reference number EY217089 Local authority Ealing Inspection number 1061629 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

p.4

Name of registered person

Date of previous inspection 6 August 2013

p.4

Telephone number

The childminder registered in 2002 and lives in the London Borough of Ealing. She cares for children all day, Monday to Friday, during term time only.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

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

p.5

Telephone number

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

p.5