Childminder EY336960

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

The childminder provides a rich and stimulating environment for children. She develops children's independence and skills ready for the next stage of their learning, including school. For example, she supports children to develop their small-muscle skills as they use resources to make marks with. The childminder is passionate about providing children with a nurturing environment for them to grow and develop. Her home is cosy and well set up, and children are encouraged to freely choose what they would like to play with. This helps them to make their own choices. Younger children select puzzles, and older children choose to play imaginatively in the role-play area. Children enjoy developing their mathematical skills as they play. They show good levels of engagement during activities and are motivated to learn. The children are happy and form close bonds with the childminder. Young children are confident to play and freely return for cuddles and

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The provision is good

reassurance as needed. The childminder promotes diversity and equality through a broad range of activities. For example, children are helped to develop an understanding of a range of cultural and religious festivals throughout the year. The childminder has high expectations for all children. Children behave well and use good manners.

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need to do better?

n The childminder uses her ongoing observations to understand children's level of achievement, interests and learning styles. She incorporates their next steps in learning into her planning. Overall, this has a positive impact on developing children's knowledge and skills across the prime and specific areas of learning. However, at times, the childminder misses opportunities to implement children's next steps consistently during everyday routines and activities, to extend their learning even further. n Children gain key skills they need for their future education and learning. They learn how to tidy up and feed themselves at mealtimes. Children begin to understand how to keep themselves healthy. For example, the childminder reminds them they must clean their hands before they eat. n The childminder supports children's physical health and well-being effectively. For instance, children enjoy daily opportunities to be active. They go for walks

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need to do better?

and play outdoors. They learn about nature and caring for living things, such as wildlife and birds. n Children attend local drop-in groups and learn to play in and among larger groups of children. Their social skills are supported well, and the childminder nurtures children's emotional well-being and confidence. For example, she praises children for sharing and gives them hugs when needed. Children are happy to play together and form friendships with each other. n The childminder maintains strong partnerships with parents. For instance, she

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need to do better?

20 January 2020 talks to them about children's interests and starting points. The childminder shares information with parents about their children's day and their achievements. n The childminder places a high priority on developing children's vocabulary and their interest in books and reading. Children enjoy snuggling in with the childminder to look at pictures and listen to their favourite stories. The childminder reads clearly and points out illustrations that the children find interesting. Children then choose to look at books independently. They turn the pages and copy the expressive voice they have heard the childminder using. n The childminder reflects on her practice and evaluates the effectiveness of her provision well. She is committed to her ongoing professional development to provide good-quality outcomes for children. The childminder regularly completes training and meets up with other local childminders to learn and share tips on

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need to do better?

good practice. She seeks the views of parents, who comment positively on the stimulating environment and range of learning experiences she provides for their children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has an in-depth knowledge of the signs that may indicate that a child is being abused or neglected. She has attended training to ensure that she is up to date with current issues. This includes a knowledge of wider safeguarding issues, such as preventing children from being exposed to extreme views. The childminder is fully aware of who to contact for advice and support should she have any concerns about a child in her care. The environment is safe and secure and the childminder is vigilant in minimising any potential hazards and risks to children.

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should:

n use opportunities that arise in play more effectively to help children to practise new skills and reach the next steps in their learning more rapidly.

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Setting details

Unique reference number EY336960 Local authority Hillingdon Inspection number 10073704 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 9 Total number of places 6 Number of children on roll 5 Date of previous inspection 19 January 2016

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Information about this early years setting

The childminder registered in 2006. She lives in Hayes, in the London Borough of Hillingdon. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She receives funding for the provision of free early education for children aged two, three and four years.

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Inspection activities

n The inspector completed a tour of the premises and the childminder explained how her provision is organised to support children's care and learning. n The inspector observed children's play and interactions with the childminder. She observed the quality of teaching and assessed the impact on children's learning. n The views of parents were taken into account during the inspection. n The inspector completed a joint observation and asked the childminder to evaluate her own practice. n The inspector spoke to the childminder and children at appropriate times during the inspection. She reviewed a range of documentation, including the suitability checks and training certificates.

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Inspection activities

20 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.

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Inspection activities

20 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.

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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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