Childminder in Ealing

Overall effectiveness Good

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

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The provision is good

The childminder creates a nurturing, homely environment for children to feel happy and safe. They are confident, settled, calm and secure in her care. The childminder and her co-childminders have developed strong attachments with the children, which has a positive impact on their well-being and emotional development. Children form good relationships with others. They are friendly and sociable, and their behaviour is excellent. The childminder has strong partnerships with parents. She uses verbal and written communication to share children's learning and progress with them. For instance, she provides parents with a daily diary outlining their child's individual care information. Parents are actively involved in their child's learning. For example, the childminder encourages parents to comment on their child's progress. She works with parents to ensure each child develops all the necessary skills needed for the next stage in their learning. Children enjoy their

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need to do better?

n Parents are complimentary about the childminder. They comment that she has a lovely manner with children, and is kind, calm and patient. They say that their children learn to speak French, are well mannered and know what is expected of them. Parents are impressed by the variety of toys that the childminder provides, and they appreciate the healthy snacks and drinks offered. They support the childminder's approach to health and well-being. n Promotion of positive behaviour is seamlessly threaded through all interactions with children. The childminder consistently uses praise, and sensitively helps children to understand and develop their skills in sharing and taking turns. As a result, children's behaviour is impeccable. They are extremely kind and considerate. For example, older children independently comfort younger children when they are upset by offering them a cuddle or to read a book. n Children enjoy a stimulating environment which is carefully planned to support

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need to do better?

their learning. The childminder observes children to assess their development, and incorporates their interests and next steps into planned activities. Children are motivated to learn and engage in activities for long periods. n The childminder places a strong focus on building children's communication, language and literacy skills. She reads books to them, models new words, repeats the sounds babies make and talks to children as they play together. This promotes children's understanding of language, and encourages younger children to develop good early communication skills. n Children enthusiastically sing along to familiar songs. The childminder makes good use of technology to help children interact with music, for example by using electronic devices to play their favourite songs. The children delight as they tap along using instruments such as bells, demonstrating that they feel

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need to do better?

5 March 2020 confident and secure in the childminder's home. n The childminder ensures that children have a wide range of experiences to encourage them to be physically active. For example, Children enjoy daily outdoor play and exercise. They have plenty of space to pedal bikes, climb and run around. Regular visits to local parks and woods encourage children to explore new environments. The childminder uses everyday routines to teach children the importance of following good hygiene practices, such as washing their hands before meals. n Children enjoy playing with toys that capture their interest, such as cars and building blocks. The childminder encourages children to use construction materials to build imaginative models and create simple tower structures. However, she misses opportunities to encourage children to count, play with numbers and categorise objects to support their mathematical development.

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need to do better?

n The childminder develops effective relationships with other professionals. For example, she discusses her practice with her co-childminders, and makes good use of local networking groups and training to support her continuous professional development. However, she does not always reflect on her practice to establish a highly targeted programme of professional development, to ensure that her skills and knowledge improve consistently to the highest level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows how to keep children safe. She confidently assesses any potential risks and follows her robust policies and procedures to ensure children's safety. The childminder confidently identifies signs that may indicate a child is at risk of harm. She is fully aware of her role and responsibilities to safeguard children, and knows whom to contact if she has concerns about a child's safety or welfare. The childminder places great importance on keeping her knowledge up to date and completes regular safeguarding training. She has a sound understanding of wider safeguarding concerns.

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should:

n provide children with additional opportunities to enhance their mathematical skills n establish a targeted plan for professional development to increase staff's knowledge and skills and raise the quality of teaching to the highest level.

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Setting details

Unique reference number EY381329 Local authority Ealing Inspection number 10137886 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 18 Number of children on roll 14 Date of previous inspection 7 March 2016

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Information about this early years setting

The childminder registered in 2008 and works at another childminder's premises in Chiswick, in the London Borough of Ealing. She speaks fluent French and regularly works with two other childminders who also speak French fluently. The childminder offers care from 8am to 6pm, Tuesday and Thursday, all year round.

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Inspection activities

n The inspector conducted a learning walk with one of the co-childminders to view the provision and discuss the planning for children's learning. n The inspector spoke with parents and took their views into account. n The inspector held discussions with the childminder about the activities she plans, and how these activities benefit children's learning and development. n The inspector held a number of discussions with the childminder. n The inspector looked at documentation, including the safeguarding policy, training certificates and children's learning records.

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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

5 March 2020 5 March 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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