Childminder in Brent

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 enjoy their time in the childminder's care. The childminder offers reassurance when children are unsure of new situations. Children show care for each other and learn how to share and take turns when they play together. They are given opportunities to choose what they want to play with from a good range of accessible toys. For example, children freely access the books for stories and pencils for drawing. The childminder plans activities that support children's interests and cover the seven areas of learning. At times, the plans for group activities are less focused on younger children's needs. The childminder takes children to local children's centres, drop-in groups and the library to broaden their learning experiences. The childminder encourages children's developing language and mathematical skills well. For example, she eagerly chats with the children, instigates singing and encourages reading books together. She helps them count as

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The provision is good

they stack bricks to make a tower, and creates drama as they anticipate when the tower may fall. Overall, she provides suitable challenge to help children acquire the skills they will need for when they move on to school. Children are generally given time to complete tasks independently. For example, they put on their pull-up pants and trousers by themselves after a nappy change.

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need to do better?

n Children are supported in making good progress. The childminder is alert to any changes in a child's learning. She looks at ways to strengthen her curriculum to support any areas where children need more assistance. n The childminder plans a varied range of activities that motivate children to learn. These are based on children's interests and their general next steps in learning. However, the childminder's plans do not always focus on precisely what each child would benefit from learning. As a result, some group activities are not tailored to each child's needs and, at times, younger children are not fully included. n The childminder chats with children, asks questions and sings with them to help develop their language. She challenges them with simple instructions and phonic prompts. Two-year-old children learn to recognise their names in upper-case lettering. The childminder patiently gives children the time they need to think

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need to do better?

about their how they use their words and how they respond to questions. n Overall, children are encouraged to be independent. However, at times, the childminder does not enable children to experiment with ideas through the process of trial and error. For example, when children test ways to make marks on paper, the enthusiastic childminder steps in to direct them and takes over the task. n Children demonstrate they are happy and confident in their surroundings. Newer children have quickly built strong attachments with the childminder. For

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need to do better?

13 November 2019 example, they snuggle up to her while getting ready for a nap. n Children are beginning to learn about the importance of healthy lifestyles. They learn about good hygiene practices, such as washing their hands before eating. The childminder is flexible and is happy to prepare meals or serve food brought in by parents. Children sit together at the small table and feed themselves. n Outdoor play is undertaken through access to the garden and regular trips to local parks and children's centres. This supports children's health and physical development. n The childminder works in partnership with other professionals, including teachers at school and other agencies working with the children. The childminder reports that she has good relationships with parents and shares information with them to help support children's learning. n Children behave well and respond to lots of praise and 'high fives'. The

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need to do better?

childminder gives simple explanations to help children learn how to keep themselves safe. For example, she reminds them they may hurt themselves if they fall when not sitting safely on their chair. n The childminder meets with other childminders to share good practice and accesses online training to maintain her professional development. She reflects on areas she can improve, using parents' feedback and children's progress to evaluate her setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder carries out ongoing risk assessments to ensure her home is safe and any risks to children are minimised. She is committed to ensuring that her safeguarding knowledge is kept up to date. For instance, she has carried out online child protection training and has an understanding of wider safeguarding issues. The childminder reports that she is currently reviewing her safeguarding policy to be more comprehensive. She understands her responsibility to protect children from harm and knows the procedures to follow for reporting concerns.

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should:

n focus curriculum planning to support individual learning, adapting activities so that even the youngest children are consistently engaged in learning n encourage children to independently experiment with their ideas, allowing them more time to be creative and work out problems by themselves.

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Setting details

Unique reference number EY330538 Local authority Brent Inspection number 10061714 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 6 Date of previous inspection 14 December 2015

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Information about this early years setting

The childminder registered in 2006 and lives in the Stonebridge Park area of London. She operates all year round from 7am to 6pm, Monday to Friday. The childminder offers very occasional overnight care. She holds a recognised childcare qualification at level 3.

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Inspection activities

n The inspector observed the childminder's interactions with children as they played and discussed an observation of an activity, looking at the outcomes for children. n The childminder gave the inspector a tour of her home. The inspector held discussions with the childminder and spoke with the children at appropriate times during the inspection. n The inspector looked at a small sample of available documentation, including some training documents and evidence of suitability checks. n The inspector discussed with the childminder how she evaluates her service and the changes she has made to improve her practice.

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Inspection activities

13 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

13 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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