Childminder in Brent

Inspection date 11 September 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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 Children make good progress in their learning during their time with the childminder. Their starting points are completed on entry and include parents' contributions. n The childminder supports children's communication and language skills well. For example, she comments on children's play and uses a variety of words to add to their increasing vocabulary. n Children are happy with the childminder, who cares for them well and with warmth and kindness. The childminder supports children's emotional well-being and helps them to develop secure and trusting relationships. n The childminder works successfully in partnership with parents. She provides daily information about children's care and learning and gives parents ideas for children's development, to help continue their learning at home.

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It is not yet outstanding because:

n The childminder does not consistently monitor children's progress across all areas of learning. n The childminder does not fully consider how resources are organised to enable children to continually explore their own ideas. n The childminder does not effectively maintain children's full engagement in their learning and they occasionally become distracted.

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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 develop the assessment system further so that children's progress is monitored more precisely and consistently across all areas of learning n evaluate and develop the organisation of resources that enable children to explore their own play and learning ideas more freely n adapt activities to consider children's attention span and help them to maintain interest throughout.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors, and assessed the impact this has on children's learning. n The inspector and the childminder jointly evaluated an activity together. n The inspector looked at relevant documentation, such as evidence of the suitability of those living on the premises and the qualifications of the childminder. n The inspector spoke with the childminder and children at appropriate times during the inspection. n The inspector took account of parents' written comments.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder knows what to do should she have a concern about the welfare of a child in her care. She has a secure knowledge of the possible signs and the wider issues surrounding child protection and current legislation. The childminder ensures that the environment is safe and secure at all times. She is vigilant and has procedures in place to keep children safe on outings. The childminder has a good overview of her practice. She is keen and motivated to develop her service even further. For example, she keeps her knowledge and training up to date and gains new ideas from other childminders, to improve her skills.

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Quality of teaching, learning and assessment is good

The childminder interacts well with the children to support their good progress. Babies show confidence and express their feelings well. For example, they exclaim with delight and smile with pleasure in response to the childminder. The childminder skilfully promotes children's mathematical awareness. For instance, while children engage in a play dough activity, she encourages them to explore different shapes, numbers and colours. Children show good hand-to-eye coordination, as they catch the ball when the childminder throws it to them. The childminder supports children's fine-motor skills and developing pincer grip well, to promote early writing skills. Children use a range of drawing materials, including felt tips, pencils and glitter glue pens.

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Personal development, behaviour and welfare are good

The childminder meets the individual children's needs well. For example, she promptly recognises signs of babies' tiredness and quickly settles them to sleep. The childminder is a good role model. She praises the children well for their achievements, which helps to boost their confidence and feelings of self-worth. Children behave well. They enjoy playing together and are beginning to understand each other's needs with support from the childminder. Babies enjoy exploring and have lots of room to move around as they become mobile. Children regularly walk to the local park and around the community. They enjoy plenty of fresh air and exercise. Children learn the importance of leading a healthy lifestyle. They wash their hands before sitting in appropriate seating to enjoy their nutritious lunch.

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Outcomes for children are good

Children develop the skills for their future learning. They are motivated to learn and show a keen interest in participating in activities. Their communication skills develop well. For example, they have a good level of understanding as they respond appropriately to the childminder's questions and they communicate their needs well.

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Setting details

Unique reference number EY500138 Local authority Harrow Inspection number 10077281 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 0 - 3 Total number of places 6 Number of children on roll 3 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016. She lives in Queensbury, in the London Borough of Harrow. She operates all year round, from 7am until 6pm from Monday to Friday, except for bank holidays and family holidays.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

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Registers

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

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