Childminder in Brent

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children show that they are settled and feel safe with the childminder. When children are unsure about the presence of an unknown visitor, the childminder gives them reassurance, encouraging smiles and cuddles. This helps to give children a sense of security. Children benefit from the childminder's caring and attentive nature. They revel in praise for their achievements, and behave well.

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The provision is good

Children show confidence as they explore the well-organised environment, and make independent choices in their play. For example, they seek out their favourite storybook and sit on the childminder's knee to listen to the story. The childminder supports children's developing communication and language skills effectively. She encourages them, for example, to sing action nursery rhymes together, and introduces new words to enhance their vocabulary.

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The provision is good

Children hear and use mathematical language during play. For instance, they had fun and concentrated as they categorised coloured beanbags to match different- coloured spaces. The childminder encouraged young children to copy her as she modelled counting. The childminder has high expectations of children's learning. She promotes understanding of terms such as 'in', 'out', 'up', 'down', 'more' and 'less'.

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The provision is good

Children excitedly participate in the activities provided as they are based on their interests. Children enjoy their time at the setting and gain new skills and learning.

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need to do better?

n The childminder recognises the importance of children learning through play. She monitors children's development and uses the information she gains to inform her planning. The childminder carefully selects resources for children to play with that take account of their interests and promote their focus on learning. This supports children to make good progress. n Parents are actively involved in their child's learning. The childminder shares information with them about their child's development and progress. She provides ideas and resources for parents to help them continue their child's learning at home and to support their next steps. For example, the childminder provides 'home bags', which she uses to send resources for children to play with at home. n The childminder plays alongside children at their level, maintaining eye contact and changing the tone of her voice as she interacts with them. She talks to

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need to do better?

children and uses age-appropriate language. Toddlers are beginning to use simple words to express their needs and wants. The childminder listens attentively to children and responds well to them.

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need to do better?

4 February 2020 n The childminder evaluates her setting effectively. She engages well with parents and children to obtain their views. Parents' feedback demonstrates that they are very happy with the level of care provided, and are particularly happy with the strong attachments their children form with the childminder. They say that their children are always excited to attend, and enjoy her company. n The childminder finds out about children's backgrounds, races and cultures. She has resources that reflect diversity, and values children's similarities and differences. She helps them to learn about different traditions, festivals and events. For example, children made Chinese New Year displays. n The childminder regularly meets with other childminders to discuss and share ideas to enhance children's learning. She attends mandatory training, such as child protection and first-aid. n The childminder gives children adequate opportunities to develop in most areas

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need to do better?

of learning, indoors and outdoors. However, there are not enough planned opportunities for younger children to practise their large-muscle skills through physical play. n The childminder talks to children about the benefits of eating well, and they learn about the positive effect this has on their bodies. Even though she has strong partnerships with parents, the childminder does not share the importance of healthy eating with them. This means that, sometimes, children are not provided with wholesome packed lunches.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to keep children safe. She knows how to identify if a child is at possible risk of harm, including from extreme views or behaviours. She knows what to do if she has any concerns about a child's safety or well-being, including how to share such concerns. The childminder attends regular training, in line with the requirements of the local safeguarding children's board. She undertakes additional research to extend her understanding of wider safeguarding issues, such as the 'Prevent' duty. The childminder ensures that her home is a safe and secure environment by completing effective risk assessments.

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should:

n provide opportunities to support younger children to strengthen their large- muscle skills, indoors and outdoors n encourage parents to support their children's well-being by providing them with healthy packed lunches to be consumed at the setting.

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Setting details

Unique reference number EY344133 Local authority Brent Inspection number 10128448 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 2 to 10 Total number of places 6 Number of children on roll 5 Date of previous inspection 20 May 2015

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Information about this early years setting

The childminder registered in 2006. She has a foundation degree in early years. She lives in a residential area of Kingsbury, in the London Borough of Brent. The childminder works each weekday, from 8am to 6pm, throughout most of the year.

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Inspection activities

n The inspector considered the quality of education, as observed during activities indoors and outside, and assessed the how well children learn. n The childminder and the inspector discussed safeguarding, the self-evaluation process and activities provided for children. n The inspector reviewed relevant documentation, such as staff training certificates and public liability insurance. n The inspector looked around the premises and at the resources used by children. n The inspector spoke to parents and took account of their views.

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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

4 February 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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