Childminder EY296408

Inspection date 11 September 2018 Previous inspection date 26 March 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The childminder regularly reflects on her provision and identifies areas for improvement. For example, she has enhanced children's outdoor learning experiences. n Parents praise the care the childminder and her assistant provide. They say the childminder is 'warm and nurturing'. The childminder carefully supports children's emotional well-being. Children are happy and settled. n The childminder consistently supports children's mathematical learning. Children benefit from a wide range of opportunities to think about numbers, shapes and measurement. The childminder and her assistant improve children's outcomes. n The childminder provides a wide range of resources which children access easily. They are supported in becoming independent learners. All children make good progress from their different starting points. n The childminder is a good role model for children and carefully supports them in thinking about how others feel. Children behave well and form good bonds with each

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It is not yet outstanding because:

n Occasionally, the childminder does not use opportunities effectively to extend children's learning during activities. n While the childminder makes regular observations of children's learning, she does not consistently monitor their progress as effectively as possible.

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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

n identify opportunities to extend children's learning as fully as possible during activities n enhance the monitoring of children's development to help identify how they can be supported in making even better progress.

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What the setting needs to do to improve further

Inspection activities n The inspector observed different activities, including outdoor learning, and assessed the impact these have on children's learning. n The inspector undertook a joint observation with the childminder. n The inspector held a meeting with the childminder. n The inspector looked at a selection of policies, children's records, and documents relating to the suitability of her assistant to work with children. She discussed self- evaluation with the childminder. n The inspector spoke with the childminder's assistant, parents and children to gather their views.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder and her assistant are confident in their understanding of the signs and symptoms which may give cause for concern about a child's welfare. They have completed training updates about how to identify any children who may be at risk of exposure to extreme ideas or behaviours. The childminder undertakes regular training, for example, to enhance her knowledge of children's speech and language development. The childminder supervises her assistant effectively to build even further on her skills and knowledge.

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Quality of teaching, learning and assessment is good

The childminder and her assistant provide a welcoming and stimulating environment for children. The childminder provides children with a variety of opportunities to learn about the natural world. For example, they grow lettuce, herbs and tomatoes. Children delight in finding a spider and eagerly think about what it eats and where it lives. The childminder is skilled at supporting children who are learning English as an additional language. She works effectively with parents to help them extend their children's learning. For example, children take the play dough they have made home to continue their creative activity. Children benefit from the continuity in their learning.

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Personal development, behaviour and welfare are good

The childminder and her assistant encourage children to carry out simple, manageable tasks to support their independence. For example, children find their shoes and put them on before going outside. They wash their hands before cutting the fruit they are going to have for their snack. Children learn about leading a healthy lifestyle as they eat interesting, nutritious and freshly prepared food. Children are secure in their relationship with the childminder and turn to her for help or comfort, if needed. They enjoy regular trips in the local community and learn about people whose lives may be different to their own. The childminder supports children's physical development as they enjoy dancing, jumping and moving in different ways.

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Outcomes for children are good

Children are eager, confident and self-motivated learners. They use their developing literacy skills to identify the first letter of the word 'orange'. Children delight in using their emerging imaginations and say they are 'building a castle' with brightly coloured bricks. They are kind and eagerly care for mini-beasts they find during their play. They proudly share their knowledge as they talk about their favourite songs from a well-known film. Children are prepared well for the next stage in their learning, including school.

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Setting details

Unique reference number EY296408 Local authority Brent Inspection number 10060960 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 3 Total number of places 12 Number of children on roll 4 Date of previous inspection 26 March 2015

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Registers

The childminder registered in 2004. She lives in Kensal Rise in the London Borough of Brent. The childminder offers care on Monday to Friday from 8am to 6pm, all year round. She works with an assistant. The childminder holds a relevant early years qualification at level 3.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

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Registers

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Registers

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Registers

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