Childminder in Hounslow

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 warm, welcoming and homely environment. The environment is well organised and supports the needs and interests of children of different ages. Children choose from a range of resources and make independent choices in their play. They are happy and confident and show a strong sense of belonging. Children demonstrate they feel emotionally safe and secure. They have formed a close relationship with the childminder. The childminder models good behaviour and has high expectations for children. She offers continual praise and encouragement throughout the day, which helps raise children's self-esteem. Children behave well and use good manners. They respond well to the childminder. For example, when children are asked to tidy up for snack, they respond to instructions and put resources away where they belong. The childminder works closely with parents to meet children's care needs and offers advice and support

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The provision is good

around developmental stages such as toilet training. She recognises the importance of children becoming more independent with their self-help skills before starting nursery or school.

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need to do better?

n Children develop well in a stimulating environment which is carefully planned to support their learning. The childminder observes children to assess their development and incorporates their interests into planned activities. However, ongoing assessments are inconsistent, and therefore some gaps in learning are not identified. Children are motivated to learn and engage in activities for long periods. n Children have regular opportunities to learn about numbers, colours and shapes through the play activities. For example, the childminder encourages children to match objects to the same colour and match shapes to corresponding patterns to teach them about size and shape. Children confidently use numbers in their play. For example, they use their fingers to represent the numbers when talking with the childminder. n The childminder interacts well with the children. She is affectionate and gentle in her approach. She engages in conversation during play and asks open-ended

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need to do better?

questions, promoting communication and language skills. For instance, she introduces children to a range of new words during their play. This supports children's growing vocabulary. n The childminder supports children's early literacy skills. For example, children enjoy listening to stories, and they respond with excitement. The childminder involves the children in the story and encourages them to take part. n Children are happy, settled and keen to learn. The childminder is sensitive to children's needs, which fosters their security and emotional well-being. For instance, younger children happily explore their environment and are reassured

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need to do better?

10 February 2020 that the childminder is nearby. The childminder is attentive to children's needs and helps them learn how to keep themselves and others safe. Children enjoy a range of activities and are confident and independent learners. n The childminder encourages children to be kind to each other and share resources. For example, she talks to children about good behaviour and the impact their behaviour has on others. Therefore, they are beginning to show care and empathy for others. n Partnerships with other professionals are good. The childminder meets regularly with other childminders in the area to share ideas. Also, children can socialise with children of their own age to support their confidence and to form close friendships. n Children learn about healthy lifestyles. For instance, they know and understand about germs and the importance of washing their hands at appropriate times. Children take part in outdoor play to make sure they get plenty of fresh air and

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need to do better?

exercise. However, the childminder does not always consider ways to enhance the outside area, to support fully those children who show a preference for learning outdoors. Children learn about their local community and people who help us, which helps to develop their understanding of the world. n Although the childminder's skills and knowledge are good, she has not considered further ongoing and continual professional development opportunities to improve the quality of her teaching.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of the signs that may indicate a child is at risk of harm. She has a clear safeguarding procedure and knows the local referral procedures to follow if she is concerned about a child's welfare. The childminder completes effective risk assessments for her home and outings she takes children on. She supervises children well and has a good understanding of how to keep children safe.

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should:

n ensure systems are in place for checking children's progress so that any gaps in their learning can be identified as quickly as possible n make better use of all learning opportunities, to support those children who learn better in the outdoor environment n explore further professional development opportunities that focus more precisely on raising the quality of teaching and children's learning.

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Setting details

Unique reference number EY265335 Local authority Hounslow Inspection number 10071619 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 4 Total number of places 6 Number of children on roll 3 Date of previous inspection 13 October 2015

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Information about this early years setting

The childminder registered in 2003. She lives in the London Borough of Hounslow. She operates all year round from 8am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n The inspector carried out a learning walk with the childminder. The childminder talked about the resources she offers children and how she uses them to support children's learning experiences. n The inspector held discussions with the childminder and looked at relevant documentation, including about the suitability of persons living in the household. n The inspector spoke to children and observed the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector and the childminder observed and evaluated an activity. n The inspector viewed feedback from parents and took their views into consideration.

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Inspection activities

10 February 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

10 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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