Childminder in Hounslow

Inspection date 6 June 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 Children make good progress in their learning. The childminder and her assistant follow children's lead, and help them to extend their learning by playing alongside them. n The childminder is skilled at supporting children's language skills, including those who speak English as an additional language. She models new words to describe play, speaks clearly, and signs key words to support early communication. Parents comment on their children's increased communication skills since attending the setting. n Children are settled and happy in the childminder's warm and inviting home. They form close bonds with the childminder and her assistant. Settling-in processes are effective and tailored to children's individual needs. n The childminder and her assistant have a clear programme for their own professional development. They are enthusiastic about learning new skills, which has a positive impact on the service provided.

p.1

This provision is good

n Parents share positive views about the service. They commented that their children are happy in the childminder's care and enjoy the activities she provides. Parents especially appreciate the childminder's caring approach towards their children. n Although the childminder evaluates her provision well, this evaluation could be further strengthened by capturing the views of parents more effectively to further strengthen the provision. n Links with other settings are not fully established in order to share information between settings, and consistently support children's 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 explore further ways in which parents can contribute their ideas to evaluate the setting even more effectively. n strengthen links with other settings that children attend, including schools, to ensure that information is shared and children's learning is complemented.

p.2

What the setting needs to do to improve further

n The inspector viewed all areas of the childminder's home used for childminding purposes. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector observed the quality of teaching indoors and outside, and assessed the impact this has on children's learning. She evaluated a planned activity with the childminder. n The inspector looked at relevant documentation, including policies, children's learning records and evidence of the suitability of all adults living and working in the home. n The inspector took into account the written views of parents.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder and her assistant have an extremely thorough understanding of the possible signs of harm and how to report any concerns about children's safety and well-being. They have recently undertaken further training in this area, which has strengthened this knowledge yet further. The childminder keeps her home safe for children to use. She checks that toys are in good condition, and that the space used by children is appropriate and safe. The childminder is ambitious and enjoys learning new skills, which positively impact on her practice. For example, following discussion with another practitioner, she undertook a minibeast hunt with children. This further supported children's interests in this area and their understanding of the natural world. The childminder assesses her own and her assistant's practice effectively to identify areas for further training or development.

p.3

Quality of teaching, learning and assessment is good

The childminder implements effective processes to observe, check and monitor children's progress. She works closely with parents to assess children's starting points and uses this to aid her planning of children's learning and development. Teaching is routinely strong from the childminder and her assistant. They plan activities in response to children's interests. For example, the childminder drew on children's interest in bugs to make bug prints in play dough. Children described the shape and colour of the bugs and counted how many legs they have. The childminder provides a wide range of opportunities for children to learn about people and communities beyond their immediate experience. This is reflected in their topics, resources and the way in which children's different backgrounds are celebrated.

p.3

Personal development, behaviour and welfare are good

Children develop strong bonds with the childminder and her assistant. They are settled and confident, and display a positive approach to learning. Children's behaviour is good, and children are supported to make strong friendships. For instance, the importance of sharing, taking turns and listening to friends is emphasised and encouraged by the childminder. Children have access to a well-resourced garden, which is used daily. The childminder and her assistant place a strong emphasis on healthy eating, which is evident in their meal and snack plans. Children learn the importance of leading a healthy lifestyle. The childminder teaches children to become independent, for example, by supporting them to put on their own shoes and coats, and to use cutlery correctly when eating lunch.

p.3

Outcomes for children are good

Children make good progress from their starting points. They develop key skills that support them to make the transition to nursery or school. Children make good progress in their communication and language skills. They sing songs and learn to express their thoughts and ideas. Children learn about nature and the world around them. For instance, they develop their understanding of life cycles by observing caterpillars as they turn into butterflies. Younger children reach expected levels of development in literacy. They confidently use chalk on a board to make marks.

p.3

Setting details

Unique reference number EY546795 Local authority Hounslow Inspection number 10103492 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 - 3 Total number of places 3 Number of children on roll 6 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2017. She lives in Isleworth, in London. She operates weekdays between 7.30am and 6pm all year, except for bank holidays and family holidays. The applicant works with her husband, who is an 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