Pearce, Norma

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

Children of all ages are full of confidence and motivated to learn. They move around freely and happily explore the childminder's home, which is both safe and secure. The childminder is a kind, nurturing and positive role model for the children in her care. They behave well, and their good behaviour and individual perseverance are constantly praised. Children show care and concern for each other, and play cheerfully alongside each other. Children are good communicators. To encourage this, the childminder talks about what is happening as they play. She introduces new words and repeats these during play. For example, she talks about the texture of cornflour and leaves as 'soft, 'hard', 'smooth' and sticky', as children mix the cornflour with water. Children are encouraged to use their senses and notice changes in the mixture as it is transformed from dry to wet. However, the childminder does not always recognise when children need longer to think through

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The provision is good

their ideas or answers and respond to questions. Nonetheless, children of all ages enjoy the activities that the childminder plans or that they initiate. Children's mathematical skills are equally well developed. For example, children count reliably from 1 to 10. They sort shape puzzles, sequence construction and enjoy using numbers in play.

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need to do better?

n Older children engage readily in discussions with the childminder and visitors. They learn key skills, such as developing their physical control and coordination. Children, including babies, have lots of fun as they create movement and actions in response to hearing music, and when they sing songs and nursery rhymes. Babies are fascinated when they discover that they can make lights flash and musical sounds when they press buttons on electronic toys. n The childminder spends time getting to know each child to meet their emotional and health needs. Children develop secure attachments with the childminder, and turn to her for spontaneous hugs. They giggle with delight as these are reciprocated. n Although the childminder regularly observes and assesses children's development, she is not always consistent when reviewing children's next steps in learning. Nevertheless, children make good progress from their starting

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need to do better?

points, and the childminder shares assessment information with parents to keep them informed of their children's achievements. n The childminder supports children's health and well-being extremely well. For example, she models good hygiene practices and provides a range of nutritious snacks and meals. This encourages children to try a variety of foods. Children enjoy the responsibility of carrying out small tasks, such as helping to set up their favourite activities. Younger children develop the skills they need to manage their own basic hygiene, including going to the toilet and washing their

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need to do better?

15 November 2019 hands independently. This helps children to gain a range of skills to support their successful move to nursery and school. n The childminder encourages children's literacy skills well. Children look through books, practise mark making and learn to write their name. The childminder reads them stories and teaches them to say the initial sound in words. At times, she does not give children enough time to think about their responses and ideas. n Parental partnerships are strong, and parents are full of praise for the care their children receive when they are with the childminder. The childminder networks with other childminders, and forms strong links with schools and nurseries that children also attend. This ensures there is a good exchange of information to support continuity of children's care and development. n The childminder reflects on her practice, and is committed to developing her

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need to do better?

professional skills. She values parents' views, and takes advice from other childcare professionals to help her make effective changes. For instance, she has extended opportunities for children's outdoor play, following recommendations from the previous inspection. The childminder is proactive about her professional development, and accessed training offered by the local authority to enhance her understanding of how to support children with special educational needs and/or disabilities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of signs that a child may be at risk of harm. She completes safeguarding training regularly to update her knowledge, and knows the procedure to follow if she has any concerns about the welfare of a child. All the required documentation is in place to support children's health and safety. The childminder maintains a safe and secure environment for children. For example, as babies are unsteady on their feet, the childminder ensures the floor area is free of toys and other hazards to prevent trips or falls.

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should:

n ensure children have sufficient time to think through their ideas and answer questions n develop a more consistent approach in reviewing the next steps for each child, to help them to learn more deeply and more strongly.

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Setting details

Unique reference number EY332017 Local authority Hammersmith & Fulham Inspection number 10106472 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 4 Total number of places 6 Number of children on roll 3 Date of previous inspection 15 October 2015

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Information about this early years setting

The childminder registered in 2006 and lives in the London Borough of Hammersmith and Fulham. She operates her service all year round, from 7.30am to 6pm, Monday to Friday. The childminder has a relevant childcare qualification.

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Inspection activities

n The inspector carried out a learning walk with the childminder and discussed how she plans the curriculum. n The inspector observed children playing and interacting with the childminder during routine tasks. n The inspector spoke with parents and children at appropriate times during the inspection, and took account of their views. n The inspector sampled documents, including safeguarding policies, accident records and the childminder's training certificates. n The childminder and inspector reflected on children's activities and discussed the learning and development that takes place.

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Inspection activities

15 November 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

15 November 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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