Childminder in Kensington and Chelsea

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

Children benefit from the welcoming and nurturing learning environment the childminder provides. They feel safe and secure. Children develop strong attachments with the childminder, her assistant and their peers. Young children enjoy cuddles and sharing stories. Children gain a good understanding of language and communicate their needs confidently. The childminder has high expectations and is effective in supporting children to develop their skills, although she does not consistently monitor children's progress. She introduces new vocabulary, repeats words and phonic sounds and engages children in meaningful conversation. The childminder plans a variety of activities, which cover all seven areas of learning, are based on children's interests and take into account what they already know. This enables them to extend their learning and skills further. Children behave well, develop positive attitudes to their play and are eager to learn while playing with

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The provision is good

the childminder. For example, children happily engaged with the childminder when she joined them buying fruit at the market stall. Children make good progress and develop the skills they need for their next stage in learning. They benefit from the childminder's support and encouragement. This helps to build their self-esteem and gives them the confidence to try out new activities. However, the childminder does not routinely encourage children to do things for themselves. She exchanges information with parents about children's routines and suggests activities for home learning, to support children's continuity in learning and development.

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need to do better?

n The childminder and her assistant demonstrate their good knowledge of how children develop. They provide a broad range of toys and resources to support children's learning across the curriculum areas. They incorporate children's interests into activities and build on what children need to learn next. Children are motivated to learn and show good concentration skills. n Children make good progress in their learning. The childminder identifies children's next steps in learning and plans play to help their development. However, the childminder does not consistently track children's progress from their starting points as clearly and precisely as possible to promote the best possible outcomes. n Children's communication and language skills are promoted extremely well. The childminder uses opportunities to model language effectively. She repeats words and encourages young children to copy her. The childminder provides

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need to do better?

commentary during play and uses clear language to support children's understanding. This helps children to extend their vocabulary and develop short sentences. n The childminder has high expectations for children. She plans enjoyable and challenging activities, including a good balance of adult-led and child-initiated

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need to do better?

7 February 2020 play. She builds on what children can already do and extends their learning further. For example, during a painting activity, she encouraged children to make circular marks and lines, to support their early writing skills. n Children have opportunities to increase their literacy skills to prepare them for the next stage of learning. The childminder and her assistant share stories and ask questions to confirm children's understanding. Children enthusiastically begin to recognise letters in their name. n Children's mathematical skills are challenged during routines and activities. For example, children learn about size as they feed the babies and count different fruits at snack time. n Children listen to the childminder and behave well. The childminder models positive behaviour, she talks to children in a calm manner and shows them respect. However, the childminder does not make the most of all opportunities

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need to do better?

to fully promote children's independence skills. n The childminder promotes healthy lifestyles effectively. She works with parents to ensure children eat nutritious meals and snacks. They have water available to drink throughout the day. Children have daily access to local parks. The childminder organises trips to feed the squirrels and to the library. These support children in developing their physical and social skills and in learning about their local community. n The childminder and her assistant are dedicated to their roles and have a positive attitude to making improvements. The childminder has addressed her previous recommendations to make changes to her practice. The childminder and her assistant regularly research information regarding changes to legislation, to improve their skills and knowledge. n Parents are very complimentary about the childminder. For example, they say that she is very flexible and works to support them with any challenges arising in

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need to do better?

their children's development. Furthermore, they find the childminder approachable, knowledgeable, friendly and helpful.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has good, secure knowledge about how to protect children from harm and the procedure to follow if she has concerns regarding a child's welfare. She is clear about her roles and responsibilities with regard to keeping children safe. The childminder knows the procedure to follow should an allegation or complaint be made against her. She ensures her assistant is familiar with the procedures to follow should he be concerned about a child's welfare. The childminder risk assesses her home robustly and teaches children how to keep themselves safe when on outings.

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should:

7 February 2020 n ensure the monitoring of children's progress is consistently assessed from their starting points and continues throughout their learning, so that any gaps can be closed quickly n make the most of opportunities for children to do things for themselves, to fully develop their independence.

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Setting details

Unique reference number EY246421 Local authority Kensington and Chelsea Inspection number 10073142 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 2 Total number of places 6 Number of children on roll 6 Date of previous inspection 21 June 2016

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Information about this early years setting

The childminder was registered in 2003 and lives in the London Borough of Kensington and Chelsea. She operates all year round, from 8.30am to 5.30pm, Monday to Thursday and from 8.30am to 1.30 pm on Friday, except for bank holidays and family holidays. She works with an assistant at various times.

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Inspection activities

n The inspector and childminder discussed children's learning and progress. n The childminder and inspector completed a learning walk of the setting, to understand how the childminder organises the curriculum. n The inspector observed the teaching of the childminder and her assistant during activities with the children. n The inspector looked at a sample of documents, including parental feedback, safeguarding procedures and suitability checks. n A meeting was held between the inspector, the childminder and her assistant.

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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

7 February 2020 7 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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