Childminder in Ealing

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 provides a warm and welcoming learning environment. Children are happy and settled and have trusting and close relationships with him. This has a positive effect on their emotional well-being. The childminder offers children a broad range of activities, resources and equipment. Children make independent choices in their play and show good levels of confidence and self-esteem. Children's behaviour is good. They listen and follow instructions and are learning to be kind and caring towards each other. The childminder has high expectations for all children and is a good role model, supporting them to share and take turns. He makes good use of songs to support children's language development. This was evident when he encouraged the children to sing songs with props. However, group times are not well organised. Children are not fully engaged in the activity, leading to them becoming distracted. Overall, partnerships with parents are

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The provision is good

effective. The childminder keeps parents informed of their children's progress and shares ideas with them so that they can support their children's learning further at home. However, he does not always gather detailed information from parents about what children can do before they start, to help plan more effectively for their progress.

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need to do better?

n The childminder has a well-designed curriculum and a good knowledge of the learning and development requirements. He uses effective methods to enable him to accurately monitor and assess children's progress. He understands how children learn and is skilled at supporting their interests. However, the childminder misses opportunities to gather information about children's abilities when they first start. n The childminder is caring, sensitive and responsive to children's needs. For example, he recognises when children are tired and provides them with soothing words and reassurance. This helps to support children's good emotional well- being. n The childminder successfully supports children's mathematical language. Children learn about the natural environment outdoors and are offered a variety of activities to explore. For example, younger children investigate the seasonal items on an autumn-themed table, such as dried leaves and conkers, and older

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need to do better?

children are encouraged to count and to identify and compare the different sizes of objects and shapes during their play. n Children use their good handling skills and develop the small muscles in their hands to support their early writing skills. For instance, as they skilfully manipulate the trains around the track and remove lids for themselves from the pots containing various items. However, group activities are not organised well enough to make sure that all children taking part are fully engaged and

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need to do better?

4 October 2019 challenged at the highest level. n The childminder provides good opportunities for all children to develop and extend their vocabulary and communication skills. When the children were using the play dough, they imitated the childminder's use of words such as 'roll', 'squeeze', 'pull' and 'knead'. In addition, the childminder reads books with children regularly and they keenly select their own favourite stories. n Children enjoy playing with the Russian dolls. They persevere to connect the pieces together. The childminder knows when to step back and allow children time to complete the task themselves. This helps them to develop their problem- solving skills and concentration. n The childminder continually reviews his practice. He extends his professional development by completing training courses and sharing good practice ideas with his co-childminder and other professionals. n Children learn about the world around them in exciting ways. They benefit from

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need to do better?

regular trips and outings which encourage them to be physically active. For example, the childminder plans regular outings for the children to toddler groups, nearby parks, the soft-play area and local libraries. These trips are well risk assessed to ensure that all perceived hazards are identified and minimised. The childminder helps children to understand how they can support their good health. Children learn about healthy practices, such as washing their hands before eating, and are offered healthy, home-cooked meals and snacks.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of child protection procedures and the signs and indicators he needs to be aware of. He understands the procedures to follow and knows what action to take to help protect children's safety or welfare. The childminder provides a secure and safe environment for children. He implements stringent health and safety procedures. This helps to ensure that children are safe in his care.

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should:

n gather more detailed information from parents about their children's prior learning, to help identify their starting points and plan for what they need to learn next n improve the planning of group activities so that the needs of all children are met fully, and their attention is maintained.

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Setting details

Unique reference number EY423322 Local authority Ealing Inspection number 10070260 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 1 to 5 Total number of places 6 Number of children on roll 2 Date of previous inspection 29 June 2015

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Information about this early years setting

The childminder registered in 2011 and lives in Ealing. He operates all year round from 7.45am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with a co-childminder. She holds an appropriate qualification at level 3.

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Inspection activities

n The inspector carried out a learning walk with the childminder across the areas of his home used for childminding. They discussed the learning environment and how the curriculum is organised. n The inspector took account of the views of parents through the written feedback provided. n The inspector spoke to the co-childminder and children during the inspection. n The inspector and the childminder observed and evaluated an activity. n The inspector held a number of discussions with the childminder and co- childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.

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Inspection activities

4 October 2019 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

4 October 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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