Milner, Rebecca

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

The childminder creates a warm, nurturing and stimulating environment which is carefully planned to support children's learning. Children choose from a wide range of resources and make independent choices in their play. Children are happy, confident and secure in her care. The childminder has developed strong attachments with the children, which has a positive impact on their well-being and emotional development. The childminder is kind, friendly and welcoming. Children have formed good relationships with other children. The childminder teaches them to take turns, share and consider others' needs. Children are friendly and sociable, and their behaviour is good. The childminder provides opportunities for children to safely explore the wider community. She takes them for walks, on trips to the park and goes to regular toddler sessions, where they meet with other children and childminders to enhance their socialisation and friendships further. The childminder

p.2

The provision is good

has high expectations for all children. She carefully considers what children already know and reflects on observations and assessments in order to decide what to teach next. She works effectively in partnerships with parents and regularly shares information about children's development and activities. Parents feel involved in their children's learning and comment very positively about the childminder.

p.2

need to do better?

n The childminder demonstrates good understanding of how to support and extend children's progress across all areas of learning. Effective systems for monitoring help to ensure children make consistently good progress. n The childminder uses effective teaching skills when playing with children, such as showing them how to do things and encouraging them to complete tasks independently. This is demonstrated when children play a matching game with colours. They take out an object from a bag and place it onto the correct card which is the same colour. The childminder encourages them to persevere and gives them an abundance of praise when they succeed. Children show high levels of determination to solve problems independently and show pride in their own achievements. n Younger children show interest in shapes and space as they experiment with different puzzle pieces. The childminder supports them to explore the different

p.2

need to do better?

shapes to identify which one correctly fits the space. For example, she helps younger children to move individual puzzle pieces and 'wiggles' them into the slot. The childminder promotes a can-do attitude and encourages children to have a go. n The childminder supports children to develop their early mathematical skills by providing opportunities for them to learn to count in their everyday routines and activities. She cleverly uses children's interest in using a tape measure to explore the concept of height and size. For example, she encourages the children to

p.2

need to do better?

15 January 2020 determine the length of various baby dolls and encourages them to count the dolls, pointing to each one. n The childminder understands the importance of promoting healthy eating. She provides information to parents about a healthy, balanced diet and active movement. For example, she engages in conversation about healthy food choices at mealtimes, which supports children's understanding and awareness of healthy eating. n The childminder interacts skilfully with children to support their good communication and language skills. Children enjoy listening to stories and they respond with excitement. The childminder asks children questions and encourages them to take part. However, she does not give children enough time to process their thoughts, to enable them to respond to questions and express their ideas. n The childminder has established effective partnerships with other professionals. She regularly visits other settings where children attend and shares their

p.2

need to do better?

learning and progress reports. This helps to create a consistent approach to children's learning and development and supports their move on to school or the next stage in their learning. n The childminder evaluates and improves her provision. For example, she encourages parents to share their comments and views on her service. She keeps up to date with current legislation and guidelines. For example, she networks with other childminders and attends regular training events which offer advice and guidance.

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 has a secure knowledge of the signs that may indicate a child is at risk of harm. She knows how to identify and report concerns to the relevant organisations to protect children's welfare. Children are encouraged to keep safe within the environment, for instance by tidying toys away and sitting down when eating. The childminder ensures children are continuously supervised while in her care. She carries out regular risk assessments of her home to ensure she provides a safe environment for children to play.

p.3

should:

n give children enough time to process their thoughts, to enable them to respond to questions and express their ideas.

p.3

Setting details

Unique reference number EY255930 Local authority Hounslow Inspection number 10073184 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 8 Total number of places 6 Number of children on roll 6 Date of previous inspection 18 March 2016

p.4

Information about this early years setting

The childminder registered in 2003. She lives in Feltham in the London Borough of Hounslow. She operates Monday to Friday from 7.30am to 6pm, all year round. The childminder has an early years qualification at level 3.

p.4

Inspection activities

n The inspector and the childminder viewed the areas of the home used by children and discussed how the curriculum is organised. n The inspector observed the interactions between the childminder and children and considered the impact on their learning. n The inspector held discussions with the childminder. She looked at relevant documentation and reviewed evidence of the suitability of all persons living at the premises. n The inspector talked to the children at appropriate times during the inspection. n The inspector took account of parents' views through written feedback.

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

15 January 2020 15 January 2020 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.6

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.6

Inspection activities

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

p.6

Inspection activities

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

p.6