Childminder in Brent

Inspection date 11 December 2018 Previous inspection date 10 November 2015

p.1

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

p.1

This provision is good

n The childminder provides a welcoming environment that helps children feel safe and valued. Children settle well into daily routines and develop a good sense of belonging. They are content and behave well. n The childminder attends well to the needs of all children and supports their learning effectively. Children make good progress in relation to their individual starting points. Children who speak English as an additional language equally learn well. Children are well prepared for the next stages of their learning and development, including starting school. n The childminder keeps parents well informed about their children's learning and development. She also involves parents in planning the next steps for learning. n Parents appreciate the good service they receive from this friendly and attentive childminder. They are confident to ask the childminder for help when needed. n The childminder works well with her assistant. For example, she checks the quality of

p.1

This provision is good

her work to help ensure that children progress well and together they meet the care and learning needs of all children. n At times, the childminder does not extend children's mathematical skills and how to help them learn to solve problems. n On occasions, the childminder misses some opportunities to help children develop their early reading skills even 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 increase opportunities for children to develop their mathematical skills further n provide more learning experiences to help children further develop their early reading skills.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder and children playing. n The inspector sampled the childminder's policies and procedures, risk assessments and children's development records. n 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 working or living on the premises. n The inspector took into account the comments and suggestions of parents and children.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good understanding of child protection issues and is fully aware of the action to take in the event of a safeguarding concern. She shares her policies and procedures with her assistant and parents to highlight the importance of safeguarding. The childminder checks the progress of each child and seeks advice from professionals to help children achieve well. She works well with providers when the time comes for children to move on. The childminder has made positive improvements since the last inspection. For example, she has reviewed the organisation of the resources to help children reach toys and to make choices about their play. The childminder considers the views and comments of parents, children and outside professionals to make continuous improvement to her service.

p.3

Quality of teaching, learning and assessment is good

The childminder gathers relevant information from parents about what their children know and can do. She assesses children's progress so that activities closely match their interests and needs. The childminder plays with the children and helps them engage well in activities. Children keenly take part in play and learn to use resources with care. For example, they love to explore pop-up toys and to find out how things work. They use construction tools to build their favourite models. The childminder sings with the children. Children learn new rhymes and happily clap their hands to music. The childminder talks to children and supports their speaking skills effectively.

p.3

Personal development, behaviour and welfare are good

The childminder supports children's social and emotional skills to good effect. She shares her behaviour policies and procedures with parents and their children so that they know what is expected. Children learn to listen attentively and respond well to instructions. The childminder talks to children about the importance of healthy living. Children enjoy porridge and milk. They have regular opportunities to develop their physical skills. For example, children visit the local park and use wheeled toys in the garden. The childminder checks her home daily to help children remain safe. She undertakes fire drills regularly to help children know how to leave her house calmly and safely in an emergency.

p.3

Outcomes for children are good

Children achieve well and any gaps in their learning are closing. Children learn to name colours and objects around them. They keenly explore musical instruments and listen to the sounds they make. Children use resources well to develop their early writing skills. Through outings and activities, children learn about the natural environment and the local community.

p.3

Setting details

Unique reference number 137630 Local authority Brent Inspection number 10060801 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 7 Total number of places 6 Number of children on roll 3 Date of previous inspection 10 November 2015

p.4

Registers

The childminder registered in 1987. She lives in Willesden, in the London Borough of Brent. The childminder is available to work Monday to Friday all year round, except for family holidays and bank holidays. The childminder's adult daughter is her registered assistant.

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