Deacon, Nicola

Inspection date 12 September 2018 Previous inspection date 6 March 2015

p.1

This inspection: Good 2

Previous inspection: Met 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

p.1

The provision is good

n The childminder plans and provides a range of stimulating activities and experiences for children to choose from and follow their own interest. Children make good progress. n The childminder makes good use of the space in her home so that children can play safely and comfortably. She carries out daily checks and thorough risk assessments of her premises, which help to promote children's safety. She supervises children well. n The childminder has warm and nurturing relationships with children. She has a good knowledge of their individual routines and promotes their emotional well-being effectively. n Children are happy and settled, and they form close bonds with the childminder and her family. n Partnerships with parents are good. Parents have many opportunities to be involved in their children's learning. This helps to create a shared approach to their learning and ensures children's needs are met.

p.1

It is not yet outstanding because:

n The childminder does not consistently use assessment information that she gathers to check and track the progress children make from their starting points. n The childminder provides answers to questions before giving children the opportunity to think, process their thoughts and respond for themselves.

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

n improve the use of information gathered from assessments to identify and track clearly the progress children make from their starting points n give children more time to share their own knowledge, think through their ideas and respond to questions, to extend their learning.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder and the children in their indoor and outdoor activities. n The inspector held discussions with the childminder and spoke to the children at appropriate times throughout the inspection. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector completed an evaluation of an activity with the childminder. n The inspector considered the views of parents through the written feedback provided.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a clear knowledge and awareness of the potential signs that may indicate a child being at risk of harm. She knows the procedures to follow to report any concerns she may have about a child's welfare. The childminder maintains her own professional development by working closely with other professionals and networking with other childminders to share ideas and best practice. This helps her to make effective changes to raise the quality of her setting and set clear targets for the future.

p.3

Quality of teaching, learning and assessment is good

The childminder uses information gathered from parents about children's knowledge and skills from the start, to help to inform her initial assessment. She supports children's communication and language development well. For example, she provides additional games to teach children to recognise letter sounds. The childminder interacts well with children during play; she talks to them and models the correct pronunciation of words. For example, she extends their words into simple sentences and introduces new words into their vocabulary as they play. The childminder teaches children successfully about growing and planting bulbs. Children develop mathematical skills as they decide how many bulbs to plant, counting them as they place them in the soil. The childminder provides opportunities for children to make marks to help develop their early writing and promote their artistic development. She maintains children's attention and helps to

p.3

Quality of teaching, learning and assessment is good

support their listening skills as she read them a story.

p.3

Personal development, behaviour and welfare are good

Children behave well. The childminder supports children's self-esteem well, for example, by praising them when they achieve something new or remember something they have learned in the past. Children demonstrate that they feel safe and secure. They confidently select resources and they respond positively to reminders from the childminder to share. Children learn about healthy foods and drinks. For example, the childminder explains that water is a healthy drink. Daily outside play is varied and exciting. For example, children enjoy messy and physical play activities in the garden, and they attend various groups to support their social interactions.

p.3

Outcomes for children are good

Children are actively engaged in learning and are motivated and successful learners. They are keen to take part in activities and not afraid to 'have a go' and try. They show an interest in books, confidently point at pictures and say single words. They are learning to count and recognise shapes. Children learn a wide range of skills to prepare them for school and the next stage in their learning.

p.3

Setting details

Unique reference number 138480 Local authority Hillingdon Inspection number 10060930 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 3 Total number of places 4 Number of children on roll 4 Date of previous inspection 6 March 2015

p.4

Registers

The childminder registered in 2000. She lives in Ruislip, in the London Borough of Hillingdon. The childminder operates Tuesday to Friday from 8am until 6pm, all year round, except for bank holidays and family holidays.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

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

Registers

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

p.5

Registers

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

p.5