Worboys, Ashley

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder provides a nurturing, home-from-home environment for children to feel happy and safe. They have formed a close relationship with the childminder and each other. Children play independently and together, sharing toys and resources. The childminder has high expectations for behaviour, and children respond well. For example, when asked to tidy up for snack time, children quickly respond to instructions and put resources away where they belong. The childminder works closely with parents to meet children's care needs and to help with toilet training. She recognises the importance of children becoming more independent with other self-help skills before they start nursery or school. The childminder provides good opportunities to strengthen children's physical skills. She takes them on regular outings to the park and visits local childminders so that children have opportunities to socialise with a larger group of children. Children are

p.2

The provision is good

provided with a range of activities that meet their interests. This helps to promote their positive attitudes to learning and good progress in their development. Children have lots of opportunities to listen to stories and sing songs. The childminder models words and sentences clearly. Children are learning to be confident communicators.

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need to do better?

n The childminder understands the importance of promoting healthy eating. She provides information for parents about a healthy balanced diet and active movement, and engages children in conversation about healthy food choices at mealtimes. n Children show delight in creative activities. For example, they challenged themselves as they explored different-sized tunnels using large blocks; the childminder taught them to recognise different colours and inspired them to look for smaller resources to drop down the tunnels. She gives children continuous praise for their efforts, promoting their emotional well-being. n The childminder has a very inclusive approach. She finds out about special celebrations in children's lives and incorporates these into her planned activities. All children benefit from learning about the similarities and differences between themselves and others. n Positive partnerships with parents, and other settings that children also attend,

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need to do better?

contribute to building continuity of care and learning between the childminder, school and parents. The childminder works closely with parents to gather detailed information about their child before they start at the setting. n Children who speak English as an additional language make good progress. The childminder plans activities effectively to ensure children feel included and promotes their understanding of English well. Children learn key words and phrases in their own home language to support their understanding.

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need to do better?

12 December 2019 n Children have opportunities to practise their early mathematical skills. They learn about concepts such as big, small, weight and balance. However, the childminder sometimes misses opportunities to develop their skills in counting. n The childminder observes and monitors children's progress regularly and uses this information to plan for the next stages in their learning. For example, she provided opportunities for children to develop their mark-making skills using a variety of textures. Some children were curious to explore the flour and water mixture and created different patterns and shapes using wooden spoons. Children develop good knowledge and skills from their starting points. n Children are supported by the childminder to manage risks effectively and keep themselves safe. The childminder checks her home daily to ensure that the areas used by children are safe. n Children behave exceptionally well. They are aware of the behavioural

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need to do better?

expectations in the setting, which the childminder reinforces positively verbally and through the use of sticker charts and reflection time. n The childminder makes good use of self-evaluation to reflect on her strengths and consider areas to improve. While her statutory training is complete, she has not identified further professional development opportunities to help raise the quality of her teaching and her understanding of the curriculum.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her role in safeguarding children. She demonstrates a strong knowledge of the signs and symptoms that children may be at risk of harm. The childminder completes regular training to refresh her safeguarding knowledge, which includes wider safeguarding issues such as radicalisation. She has a detailed safeguarding policy with relevant contact numbers that she can access when necessary.

p.3

should:

n provide even more opportunities for children to develop their counting skills n use training opportunities to extend her knowledge and teaching skills.

p.3

Setting details

Unique reference number EY546991 Local authority Hillingdon Inspection number 10103280 Type of provision Childminder

p.4

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 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She lives in Ruislip in London. She operates weekdays between 7.30am until 6pm all year except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector took account of parents' views through comments written in children's learning journals. n The inspector and the childminder toured the childminder's home and discussed how the different areas are used to encourage children's learning. n The childminder and the inspector discussed an adult-led activity and what the children had learned from it. n The inspector sampled a variety of documentation, such as first-aid certificates, policies and procedures, and checked evidence of the childminder's suitability.

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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

12 December 2019 12 December 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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