Childminder 117960

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

p.1

The provision is good

Children are cared for in a warm, welcoming, safe and secure environment. They behave well because they are happy and receive clear messages of what is expected of them. Children enjoy looking at books and listening to stories. They are good at recalling favourite stories, for instance about the elephant with a 'big trunk'. Children develop a positive sense of themselves and others. They are beginning to make observations about similarities and differences between people. For example, they proudly share that their 'mummy, daddy and grandad wear glasses'. The childminder has high expectations for all children's communication and language development. She makes effective use of everyday language to widen children's vocabulary. This helps children to become confident communicators. They are keen to share their own ideas and listen well. Children have a variety of opportunities to play with other children, developing their

p.2

The provision is good

personal and social skills. For example, the childminder takes children to playgroups regularly to play and sing nursery songs and rhymes. Children, including those who have recently joined the setting, make good progress from their starting points.

p.2

need to do better?

n The childminder observes and monitors children's play closely to help plan different learning experiences for them. She places a strong emphasis on supporting children's personal, social and emotional development. This supports the rest of children's learning, which gives them the confidence to 'have a go' at things. n The childminder develops children's love of reading, and she reads a variety of age-appropriate books that capture their interest. Children listen well and focus for long periods of time as the childminder reads to them. n Children learn about textures and materials, for example when they play with sand. They become excited about their ideas and offer to pull their friend's car when it gets stuck in the sand during play. The childminder knows when to join in, which adds to children's enjoyment. She incorporates counting as part of children's early mathematical development. Children show good levels of

p.2

need to do better?

concentration. n Children are physically active. They talk excitedly about 'going fast' as they navigate pull-along toys along the floor. Children laugh and make interesting observations, such as, 'The crocodile is wagging his tail,' and, 'The duck is moving.' Children have positive attitudes and are motivated to play. n The childminder forms a strong relationship with the children. She shows children good levels of affection and care. This builds on children's self-esteem and confidence. However, the childminder has not fully developed effective partnerships with all parents to ensure continuity in their children's care and

p.2

need to do better?

17 December 2019 learning. n The childminder manages children's behaviour well. She ensures that messages are clear and explains her expectations in a way that children understand. Children learn to say 'please', 'thank you' and 'pardon me' in the right context. They are polite and well mannered. n The childminder supports children's good health effectively. For example, she prepares healthy and nutritious meals including fruit and vegetables. Children learn about good hygiene routines. They know how to wash their hands before and after mealtimes, which helps to prevent the spread of infection. Children of all ages are independent learners. n The childminder's self-evaluation process is ongoing. She reflects on her practice to help identify strengths and areas for improvement. The childminder attends mandatory training, such as safeguarding and first-aid, to keep her knowledge up to date. However, the childminder's professional programme is not focused

p.2

need to do better?

precisely on enhancing her teaching skills to the highest standards.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder knows the processes to follow should she have any concerns about a child's welfare. She practises fire evacuation procedures with the children to teach them what to do in the event of an emergency. The childminder maintains a daily record of the names of the children looked after on the premises and their hours of attendance to monitor patterns of absence. The childminder teaches children about personal safety. For example, she fastens their harness as children sit in the highchair so that they remain safe during mealtimes. Children are supervised at all times.

p.3

should:

n explore additional ways to engage all parents in their children's learning and development n build on professional development to help raise the standards of teaching to the highest level.

p.3

Setting details

Unique reference number 117960 Local authority Ealing Inspection number 10071595 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 3 Total number of places 6 Number of children on roll 3 Date of previous inspection 10 August 2015

p.4

Information about this early years setting

The childminder registered in 1995 and lives in the London Borough of Ealing. She offers her service from 8am until 6pm, Monday to Friday, all year round.

p.4

Inspection activities

n The inspector observed care routines and indoor activities. She discussed with the childminder how she meets children's individual needs. n The inspector discussed with the childminder how she organises the early years curriculum. n The inspector checked evidence of safeguarding procedures, the suitability of adults living on the premises and training certificates. n The inspector interacted with the children during the inspection.

p.4

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.

p.4

Inspection activities

17 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.

p.4

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

Inspection activities

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

p.5