Childminder EY537683

Inspection date 1 November 2018 Previous inspection date Not applicable

p.1

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

p.1

The provision is good

n Children are happy, settled and secure in the childminder's care. They form close bonds with the childminder and go to her for reassurance and help. n The childminder provides a good range of activities across all areas of learning, taking account of children's interests, such as a love of drawing. Children's independence is encouraged as they select toys for themselves from low shelves. n Children progress well in their learning. The childminder regularly observes and assesses their development, identifying what they need to do next. n The childminder models calm and respectful behaviour. She manages children's behaviour well, consistently offering praise and encouragement to help children to grow in confidence. n Children enjoy daily fresh air and exercise which helps their physical well-being. Young children are able to regularly explore woodlands where they can run up and down slopes, feel the textures of the trees and collect sticks for counting.

p.1

It is not yet outstanding because:

n The childminder's self-evaluation and professional development are not focused enough on what would have the greatest impact on enhancing the children's learning and the overall quality of the provision even further. n The childminder sometimes misses opportunities to fully support children's awareness of their own backgrounds, similarities and differences to enhance their understanding further.

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 develop ways of identifying key areas for improvement and professional development, to provide a clear focus on what would have the greatest impact on raising the quality of teaching and learning to an outstanding level n support children further to develop a positive awareness of their own backgrounds, similarities and differences.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed activities and routines in the home and spoke with the children as appropriate. n The inspector held a number of discussions with the childminder about, for example, her self-evaluation and children's learning. n The inspector looked at a range of documentation, including the childminder's paediatric first-aid certificate, evidence of suitability checks for adults in the household and children's records. n The inspector took the views of parents into account through the written documents available.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder recognises when children may be at risk of harm from abuse. She understands the action to take and whom to contact if she has any child protection concerns. She carries out risk assessments in her home and on outings to promote children's safety. Children practise the fire evacuation procedure with the childminder to learn how to keep safe. Partnerships with parents are effective. The childminder uses a range of methods to share key information with parents about their child to provide consistency in their care and learning. Parents note that the communication is always clear, supportive and timely. The childminder takes account of information from other professionals to ensure children's health is maintained.

p.3

Quality of teaching, learning and assessment is good

The childminder seeks information from parents at the beginning of each placement to help her establish children's starting points and plan the environment. She knows the children well and arranges activities based on their interests. She records some observations and carries out regular assessments of the children's progress to enable her to plan for their next steps in learning. The childminder develops children's communication skills, for example, by talking about what they are doing, asking them questions, singing and reading them stories. She knows when to stand back and give children time and space to explore toys for themselves. The children develop their drawing and writing skills. For example, children use chunky pens to make large sweeping marks and little intricate squiggles on whiteboards. The childminder takes opportunities to encourage children to count and identify colours during their play.

p.3

Personal development, behaviour and welfare are good

The childminder understands and responds to children's needs. For example, when they show signs of being tired she holds them close so they relax and take a nap. The children learn to understand rules and boundaries as the childminder talks to them about why their actions may be unsafe. For example, she explains to children that they could slip and hurt themselves on the paper they dropped on the floor. The childminder is supporting young children to learn how to share and take turns. She is consistent in her approach and uses distraction to help children move on quickly from any conflict about toys. Children learn how to be responsible and help put away the toys when they have finished playing. Young children learn about good hygiene, for example, by washing their hands at the sink before eating.

p.3

Outcomes for children are good

Children progress in line with the developmental expectations for their ages. The childminder prepares them for their next stage in learning by providing activities to develop their independence, such as toys that encourage them to master fasteners which are useful for self-dressing. Children are inquisitive and like to try things out for themselves. They show an increasing ability to concentrate well at chosen activities. For example, they carefully thread beads onto a string. The childminder uses props during some storytelling sessions to keep young children interested and engaged.

p.3

Setting details

Unique reference number EY537683 Local authority Hounslow Inspection number 10079260 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 2 - 2 Total number of places 5 Number of children on roll 3 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2016. She lives in Isleworth in London. She operates weekdays between 8am and 6pm, all year except for bank holidays and family holidays. The childminder holds a recognised childcare qualification at level 4.

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