Childminder in Hillingdon

Inspection date

Previous inspection date 10 July 2017 12 May 2015

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

 The childminder offers a calm and nurturing learning environment. Children settle well into daily routines and are confident to ask for help. They have good attitudes to learning. Children's behaviour is good.  The childminder praises children and offers reassurance as they learn new skills. Children develop a good sense of belonging and self-worth.  The childminder attends well to the needs of each child. Children make good progress in relation to their individual starting points and capabilities. They are well prepared for the next stage of their learning and development, including starting school.  The childminder works well with parents. For example, she shares her policies and procedures with parents and provides them with ideas about how to support their children's learning at home.  Parents are positive in their feedback about the reliable service and the good care and support their children receive from this attentive childminder.

p.1

It is not yet outstanding because:

 Occasionally, children do not have enough opportunities to broaden their understanding of the world around them, particularly in relation to different people and their cultures.  At times, the childminder does not fully encourage children to manage some of the daily tasks themselves to further develop their independence.

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 the range of planned activities to broaden children's understanding of different people and their communities  help children to become even more independent during daily activities.

p.2

Inspection activities

 The inspector observed the childminder and children playing indoors and outdoors.  The inspector sampled the childminder's policies, procedures, risk assessments and children's development records.  The inspector discussed the childminder's procedures to safeguard children, and her process for reflecting on her practice, including evidence of the suitability of adults living or working on the premises.  The inspector took into account the views, comments and suggestions of parents and children.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of safeguarding practices and knows how to follow the correct procedures should a welfare concern arise. The childminder attends regular training to improve the quality of her practice. This is evident in the way she observes and assesses children's learning to plan activities for their next steps and to keep them well engaged in learning. She checks the progress of each child. When identifying gaps in children's learning, she is confident to provide well- targeted support to help them catch up. The childminder works well with other early years providers and outside professionals to help to ensure progression in children's learning and development. She acts on the views of parents, children and others to review her practice and to continually provide a good service.

p.3

Quality of teaching, learning and assessment is good

The childminder provides a broad range of interesting activities and resources that is easily accessible for children. Children thoroughly enjoy their learning. For example, they enjoy books and contribute well to stories, making good comments on their favourite pictures and characters. They experiment with water and food colouring. They observe the changes that happen to ingredients when they mix them together and how water flows through a sieve. Children are excited to sing their favourite songs and rhymes. The childminder holds discussions with children and encourages them to express their ideas and feelings.

p.3

Personal development, behaviour and welfare are good

Children form good friendships and play well together. The childminder manages children's behaviour well. For example, she uses positive strategies to support children's social and emotional skills well. Children learn to share resources fairly and take turns. The childminder helps children adopt healthy eating habits. For instance, children understand that milk and water are good for them. Children enjoy outdoor play and fresh air. The childminder also takes children to a local park and other places of interest where they develop their physical skills and learn to socialise with others. She checks her home regularly to keep children safe and secure. Through outings, children learn to cross roads safely.

p.3

Outcomes for children are good

Children make good progress and gaps in learning are closing quickly. Children listen attentively and respond well to instructions. They learn to sort and match objects and develop good mathematical language to describe shapes around them. Older children recognise letters and the sounds they make and are beginning to put sounds together to make words. Children observe how the weather changes around them. For example, they know that they need to wear a hat to protect their heads from the sun.

p.3

Setting details

Unique reference number EY379965 Local authority Hillingdon Inspection number 1093556 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 6 Number of children on roll 6

p.4

Telephone number

The childminder registered in 2008. She lives in South Ruislip, in the London Borough of Hillingdon. The childminder offers care for children all day, Monday to Friday, all year round.

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