Childminder in Brent

Inspection date 11 March 2019 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

This provision is good

n The childminder and her assistants provide a welcoming and inclusive learning environment that helps all children feel safe, valued and at home. Children settle well and develop a good sense of self-worth. Their behaviour is good. n The childminder engages children in activities effectively. She provides good support for children who speak English as an additional language. Children make good progress in relation to their individual starting points. They are well prepared for the next stages in their learning and development, including starting school. n Parents are very positive about the care their children receive from this attentive childminder. They are well involved in their children's learning because the childminder shares very useful information with them. This provides a joined-up approach and good progression and continuity of care for all children. n The childminder has developed good systems to reflect on her practice. She works

p.1

This provision is good

closely with her childminding assistants to identify and make continuous improvements. n At times, the childminder misses the opportunity to further extend children's language and thinking to deepen their learning. n Occasionally, the childminder does not organise some group activities well enough to help children remain fully interested in learning.

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 provide higher levels of challenge to aid children to develop their language and thinking even further n review the organisation of some group activities to help children remain well focused on learning.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder, her assistants and children playing. n The inspector sampled the childminder's policies, 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 account of the comments and suggestions of parents, children and the assistants.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a secure understanding of safeguarding matters and shares such knowledge with her childminding assistants. She is fully aware of the action to take in the event of a safeguarding concern. The childminder regularly attends training to develop her knowledge. For example, she attended a course about observing, planning for next steps and completing the progress check for children aged between two and three years. The childminder continually assesses children's progress so that activities meet the needs and interests of all children. She shares information with other providers when the time comes for children to move on. The childminder considers the views and comments of parents, outside professionals and others to make sure she is able to develop her service and to improve learning outcomes for all children.

p.3

Quality of teaching, learning and assessment is good

The childminder gets to know the children well. For example, she obtains relevant information from parents to help her assess their children's learning. She introduces new activities to children and shows them how to use resources with care. Children are happy and get on well with each other. They enjoy washing baby dolls and explore how bubbles form. Children keenly draw pictures, make marks and love to show their work to the childminder who praises them for their good efforts. They love to explore resources and to find out how things work. Children browse through books and make choices.

p.3

Personal development, behaviour and welfare are good

Children form positive relationships with the childminder and her assistants. The childminder talks to children in a calm and gentle manner and helps them learn to take turns with toys. She shares her behaviour procedures with parents and children so that they know what is expected. Children listen attentively and respond well to instructions. The childminder helps children to adopt healthy lifestyles. For example, children enjoy nutritious meals cooked by the childminder and know that drinking milk and water is good for them. They understand the importance of washing their hands to reduce the risk of infection. The childminder completes effective risk assessments on all areas and resources used by children. This helps ensure children remain safe.

p.3

Outcomes for children are good

Children achieve well and any gaps in their learning are closing. Young children learn to play with others, listen attentively and respond well to instructions. Children recognise colours and can name farm animals. Older children learn to match and count objects correctly. They can ride bicycles, push wheeled toys, throw and catch balls safely. Children understand that they need to wear their coats before they go outside to play.

p.3

Setting details

Unique reference number EY497814 Local authority Brent Inspection number 10080041 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 2 - 3 Total number of places 6 Number of children on roll 9 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2016 and lives in Wembley, in the London Borough of Brent. She operates from Monday to Friday all year round. The childminder works regularly with two assistant childminders.

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