Childminder in Brent

Inspection date 1 March 2019 Previous inspection date 9 July 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 is dedicated and has high expectations of herself and the service she provides. She regularly reviews the care and learning she provides and seeks the views of parents. The childminder uses this information to support her in driving improvements forward. n The childminder is kind, warm and caring. She is a good role model for children, who form strong bonds with her and each other. n Children delight in the exciting opportunities the childminder provides for them to learn about people who help and look after them. The childminder improves children's outcomes. n The childminder provides interesting and engaging activities for children who become engrossed in their learning. Children make good progress from their different starting points. n Parents are regularly supported in extending their children's learning at home. Children benefit from the continuity in their learning. n The childminder does not always explore additional opportunities to build on her

p.1

This provision is good

professional skills and knowledge to raise the quality of her teaching even higher. n While children enjoy a wide range of activities inside, they do not consistently have as many opportunities to engage in learning outside.

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 explore additional ways to build on professional skills and knowledge, to help children make even better progress n enhance the range of activities provided, to support children who may prefer to learn outdoors.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector looked at the rooms and the resources used by children. n The inspector observed children as they were engaged in a variety of activities. The inspector discussed the children's activities with the childminder. n The inspector considered how the childminder reflects on her practice and the links she makes with parents. n The inspector discussed how the childminder observes and assesses the children's progress. n The inspector discussed with the childminder how she met the recommendation set at the last inspection.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder understands the signs and symptoms that may give her cause for concern about the welfare of a child in her care. She knows the procedure to follow if she has any concerns. She has made herself aware of how to identify any children who may be at risk of being exposed to extreme ideas or behaviours. The childminder works effectively with other professionals, to develop children's learning experiences. She carries out regular risk assessments and uses them effectively to help her keep children safe and well.

p.3

Quality of teaching, learning and assessment is good

The childminder is skilled at supporting children's communication and language skills. For example, she uses a wide vocabulary to enrich activities and extend children's learning. Children enjoy moving in different ways as they slide, jump and burst bubbles. Their physical well-being is carefully nurtured. The childminder supports children's emerging literacy as they explore books together. Children listen captivated while she reads their favourite books to them. They eagerly access a wide variety of resources, which support all areas of learning. The childminder regularly monitors children's progress and plans what they need to learn next.

p.3

Personal development, behaviour and welfare are good

Children understand how to share their resources and spontaneously include each other in their play. They are settled, happy and ready to learn. The childminder develops their understanding of how to lead a healthy lifestyle. For example, children eat the fruit she provides with relish and make sure they wash their hands after activities and before they eat. They have opportunities to learn to play together in larger groups, for instance in the local drop-in groups they attend. The childminder supports their social skills well. Children learn about their local community and people whose experiences may be different to their own. The childminder constantly nurtures children's emotional well- being and they flourish in the inclusive atmosphere the childminder carefully creates.

p.3

Outcomes for children are good

Children use their emerging creativity as they dress up, create games and take on the roles of people who help them. They delight in using their own learning. For example, they eagerly use their emerging mathematical skills to explain they are holding 'two photos'. Children practise their early writing in their play as they make notes and write their names. The very youngest children become engrossed in exploratory activities and concentrate for long periods of time. Children are prepared well for the next stage in their learning. They are self-motivated and confident learners.

p.3

Setting details

Unique reference number EY236434 Local authority Brent Inspection number 10061709 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 - 4 Total number of places 6 Number of children on roll 4 Date of previous inspection 9 July 2015

p.4

Registers

The childminder registered in 2003. She lives in the Harlesden area in the London Borough of Brent. She operates her service Monday to Friday, from 7am to 6pm for 48 weeks of the year. The childminder holds a relevant early years qualification at level 3.

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