Albery, Alexandra Delphine

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 experienced well-qualified childminder provides a warm, welcoming and homely environment where children feel safe and secure. Children have formed strong relationships with the childminder and her co-childminders, and demonstrate that they are emotionally secure. They feel comfortable playing alongside adults and enjoy sitting on their laps or nearby, when listening to stories. Effective settling-in processes are in place, and the childminder knows children very well. She can confidently discuss their abilities, likes and dislikes, and family backgrounds. The childminder recognises what children can already do, and identifies their next steps in learning carefully. The childminder has high expectations of children's behaviour, and they behave exceptionally well. Children know how to share and take turns, and play alongside each other very well. They are extremely polite. Children demonstrate respect for adults in the setting. For

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The provision is good

example, when asked to tidy up, they respond quickly to instructions. The childminder provides children with clear and consistent behavioural boundaries. Therefore, they understand the difference between right and wrong, and avoid conflict and disputes.

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need to do better?

n There is a strong focus on communication, language and literacy development. Children have numerous opportunities to explore a variety of books and develop an appreciation of reading. They make very good progress with their speech and language, and are confident when communicating with adults and peers. The childminder encourages children to speak in English and French to develop their understanding of both languages. They express their views and opinions with clarity, and have a wide range of vocabulary. Children enjoy looking at books together, and ask questions about the stories. The childminder and her co- childminders provide a range of opportunities for children to listen and participate in stories. They remain focused and engaged, and talk about what they see. n The childminder builds good relationships with parents. She keeps in regular contact with parents throughout the day and shares photographs and

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need to do better?

observations of children's learning. Parents describe the environment as 'warm and inviting, where children are nurtured and supported to develop'. They make positive comments about the care that the childminder provides, and say that she offers a 'fantastic range of activities'. They say that her communication is 'constantly detailed' and that she 'takes on children as one of her own'. n Teaching is effective. The childminder has a good knowledge of the early years foundation stage and uses this to create an exciting and diverse curriculum across all areas of learning so children make good progress, overall. For example, children make marks in various ways, and make comments about what

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need to do better?

5 March 2020 they draw. Older children learn how to recognise and write their name. n The childminder has established effective partnerships with local pre-schools. She regularly visits other settings where the children attend, and shares their learning and progress reports. This helps create a consistent approach to children's learning and development, and supports their transition to school or the next stage in their learning. n Children have plenty of rich opportunities to explore the outdoors and meet new people. The childminder organises regular trips to the local library, parks, toddler groups and playgroups. Children have a safe and secure outdoor garden area, and enjoy exploring a large forest area on their nature walks. Children make good progress with their physical development and exceptional progress with their speech, language and social skills. This is especially the case for the younger children.

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need to do better?

n The childminder seeks opportunities to attend training courses. She passes on new information to her co-childminders. For instance, the childminder has developed her knowledge of how to promote open-ended play through her recent training. This supports children's interests. However, there are some inconsistencies with the quality of practice across the provision when co- childminders are working together. n The childminder has a positive attitude to making improvements to her practice. She evaluates her provision through discussions with her co-childminders and reflecting on her practice. However, she does not use self-evaluation as well as she could to identify ways to improve the quality of her provision to an even higher level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder refreshes her knowledge of safeguarding regularly. This helps her to keep up to date with any changes. For example, she completes online training regarding safeguarding and wider child protection issues. The childminder is aware of her responsibility to keep children safe. She has a good understanding of signs that may indicate a child is at risk of harm, and knows what to do if she has any concerns. The childminder makes good use of risk assessment to keep children safe. For example, she practises the emergency procedures and uses stair gates to minimise risks.

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should:

n identify a programme of ongoing professional development to raise the quality of teaching across the provision to the highest level n extend the use of self-evaluation to identify ways to increase the quality of the

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should:

5 March 2020 provision to an even higher level.

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Setting details

Unique reference number EY348494 Local authority Ealing Inspection number 10137885 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 2007. She lives in Chiswick, in the London Borough of Ealing. The childminder is a qualified teacher. She speaks fluent French. The childminder regularly works with two other childminders, who also speak French fluently. She offers care from 8am to 6pm, Monday to Thursday, all year round.

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Inspection activities

n The inspector viewed areas of the house used for childminding, inside and outdoors. n A joint observation was undertaken by the inspector and childminder to consider the quality of teaching. n The inspector spoke to parents and took account of their views. n The inspector checked documents relating to staff suitability for the childminder and her co-childminders, along with any first-aid certificates. n The inspector checked children's learning and sampled learning and development records.

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Inspection activities

5 March 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

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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