Childminder EY469392

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 demonstrate that they are happy and settled in the setting. The childminder is kind, caring and warm towards the children. Children have built very strong attachments with her. Children have good opportunities to make choices and direct their own learning. They are encouraged to follow their interests and select toys and resources independently. For example, she uses the children's interest in vehicles to engage them in small-world play. Children are developing a sense of right and wrong. They are well behaved and polite. They listen carefully to the childminder and are aware of the rules and boundaries in place. Children show that they feel safe and secure. They seek comfort and reassurance from the childminder when they are tired or upset. The childminder is a positive role model and promotes kindness and respect. She provides a wealth of praise and encouragement. This supports children's good emotional well-being. Children have

p.2

The provision is good

opportunities to meet with other children of a similar age and develop their social skills. For example, the childminder regularly visits local toddler groups and places of interest to enhance children's experiences.

p.2

need to do better?

n The childminder makes regular assessments of what children know and can do. She uses this information to plan challenging experiences to move children forward in their learning. She monitors progress effectively and skilfully identifies any delays in their development. The childminder works hard to close any gaps in learning. Children make good progress. n The childminder supports children well at times of change, such as when they move on to nursery. The childminder works closely with schools to help to reassure children. Children develop the skills that they need to be ready for the next stage of learning and for school. n The childminder encourages children to develop their mathematical understanding during their play. For example, during an art activity, she encourages children to talk about colours and count the number of different paints. Children enjoy using their senses as they spread the paint around and

p.2

need to do better?

practise their small-muscle skills and mark-making skills. n The childminder promotes children's early literacy. For example, children know the words and actions to familiar rhymes and songs, and they eagerly choose books to share with the childminder. However, on some occasions, the childminder misses opportunities to engage children in meaningful dialogue as they play and take part in activities, to support their language and communication. n The childminder collects detailed information from parents when their children first start. For example, she finds out about children's interests, current levels of development and their routines. This helps her to provide good consistency in

p.2

need to do better?

16 January 2020 care from the beginning. She gives parents ideas to help support their children's learning at home. Parents speak very highly about the childminder, and the care and good progress their children have made since starting. n The childminder supports children's imagination well. She engages in pretend play with the children, where they enjoy 'baking cakes' and making 'cups of tea'. Children enjoy planning their own play. For example, younger children select the construction blocks and concentrate as they connect them together. n Children's personal care is supported very well. Children adopt good hygiene routines. The childminder works closely with parents to ensure they provide the children with healthy and nutritious meals and snacks. Children learn about healthy practices, such as washing their hands before eating. The childminder makes excellent use of her garden and the local parks, giving children many

p.2

need to do better?

opportunities for physical development. Children learn to take risks in an enjoyable and active way. n The childminder values feedback and views from parents and children. She uses this information to reflect on her practice and identify areas for further development. However, she has not established an ongoing programme of effective training to help raise the quality of teaching and learning to the highest level.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has secure knowledge of safeguarding and how to protect children in her care. She is aware of the signs that may indicate that a child is at risk of harm. In addition, she has good knowledge of local safeguarding procedures and where to report any concerns. The childminder keeps the children in her care safe. She supervises children well throughout the day. She checks that the premises and equipment are safe for children to use and she minimises potential hazards. The childminder completes thorough and detailed risk assessments for all outings.

p.3

should:

n support children's communication and language skills even more effectively by engaging them in discussion and conversation as they play n establish an ongoing programme of effective training to help raise the overall quality of teaching and learning to the highest level.

p.3

Setting details

Unique reference number EY469392 Local authority Hounslow Inspection number 10075571 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 2 Total number of places 5 Number of children on roll 2 Date of previous inspection 10 February 2016

p.4

Information about this early years setting

The childminder registered in 2013. She lives in Feltham, Middlesex, in the London Borough of Hounslow. She operates three days a week, from 8am to 4pm, all year round.

p.4

Inspection activities

n The childminder showed the inspector around the areas of her home that children access. They discussed how the childminder organises her setting and plans experiences for children. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. The childminder and inspector reflected on a learning experience for children. n The inspector held discussions with the childminder and children at appropriate times during the inspection. n The inspector looked at a sample of documentation. This included evidence of the suitability of persons living in the household. n The inspector took account of the views of parents from written statements available.

p.4

Inspection activities

16 January 2020 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

16 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.5

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