Childminder in Hillingdon

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The childminder has a secure knowledge of child development. She observes and assesses children's learning and development effectively. The childminder has high expectations for children. She uses her information on children's development to plan a wide range of opportunities for them to explore and learn. The childminder encourages children to express themselves in different situations to help strengthen their communication and language skills. Children are active. They demonstrate positive attitudes and show their eagerness to learn. For example, children display keen interest in the activities and resources available. They willingly try new opportunities and experiences to develop their skills. The childminder forms close relationships with children and their parents. She works closely with parents to help children settle quickly at the start of their placement. Children demonstrate a sense of security and trust as they freely move around her

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The provision is good

home to play. The childminder encourages children to manage their personal care needs, in order to develop their independence. For example, older children dress themselves when getting ready for nursery and they use the toilet on their own. The childminder misses some opportunities to strengthen older children's mathematical skills, and to form close partnerships with other providers that they attend.

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need to do better?

n The childminder knows individual children well and what they need to do next, to help build on their existing skills and to prepare them for future learning. For instance, she provides opportunities for them to handle and use tools such as a tweezer to pick up small items, in order to strengthen their small-muscle skills and coordination. n The childminder supports children to develop their language and literacy skills well. For example, she reads stories and encourages children to talk about what they learn. Children recall familiar stories and rhymes, and they listen attentively and respond to questions. n The childminder provides stimulating opportunities for children to feel a range of materials to help develop their sensory skills. She uses technology for them to listen and copy different music and sounds. Children learn to use their imagination to bring their ideas to life. For instance, they pretend to order,

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need to do better?

prepare and serve food. n The childminder supports children to develop a healthy lifestyle. For example, she arranges regular visits to the local park for them to do movements with their body and to support their physical development. The childminder makes children aware of the benefits of eating healthy food. n The childminder ensures children have a wide range of opportunities to support their personal development effectively. For example, children learn to lead their

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need to do better?

23 September 2019 play and they demonstrate high levels of confidence. They willingly manage small responsibilities on their own and they proudly show the childminder what they do. n Children behave well. They listen and show respect to the childminder. They learn to share and take turns to use resources. The childminder acts as a positive role model for children to copy and learn good manners such as using 'please' and 'thank you' at appropriate times. n The childminder maintains her professional development well. For example, she attends regular training and workshops with the local authority childminding group to help enhance her knowledge and skills. The childminder has a clear rationale for how to use resources available to support children's learning and development. n The childminder welcomes and considers feedback from parents and children when reflecting on her practice. She uses the self-evaluation process to identify

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need to do better?

opportunities to improve further children's experience. For example, she has an action plan in place to renovate and make better use of the garden to provide further opportunities for children who enjoy playing outside. n The childminder misses some opportunities to strengthen older children's mathematical skills, in particular to extend their skills to count, recognise sizes and learn about measurement. n The childminder misses the chance to gather information from other providers that children attend, in order to enable continuity in children's learning at the setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of her role to safeguard and protect children. She attends regular safeguarding training to help keep her knowledge current of how to recognise the signs and symptoms of child protection issues and wider safeguarding issues. The childminder is familiar with the procedures to report any concerns about children's safety to the relevant authorities. The childminder is alert to potential risks when taking children outside of the setting and she teaches them how to keep safe. She makes parents aware of her safeguarding policies and procedures, including how to report any allegations against adults.

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should:

n increase opportunities for older children to strengthen further their mathematical skills n develop relationships with other providers that children attend, to obtain information about children's learning and to extend activities at the setting.

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Setting details

Unique reference number EY334998 Local authority Hillingdon Inspection number 10073675 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 to 6 Total number of places 6 Number of children on roll 6 Date of previous inspection 9 March 2016

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Information about this early years setting

The childminder registered in 2006. She lives in Ruislip, in the London Borough of Hillingdon. The childminder operates from Monday to Thursday, 7am until 5pm, during school terms only. She holds a relevant childcare qualification at level 5.

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Inspection activities

n The inspector completed a learning walk with the childminder to discuss her organisation, intent and rationale for activities. n The inspector held discussions with the childminder about her educational programmes, and her daily teaching and care practices. n The inspector checked the childminder's paediatric first-aid training certificate, insurance policy and records of attendance. n The inspector observed the quality of teaching and learning, and tracked the progress of children's development. n The inspector completed a joint evaluation of an activity with the childminder.

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Inspection activities

We carried out this inspection 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.

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Inspection activities

23 September 2019 23 September 2019 regulates and inspects to 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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