Arunachalam, Thabonithy

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

The childminder aims to provide the children with a home-from-home environment where children feel happy and enjoy their time at the setting. The children also get a feel of a nursery-like environment with lots of choices in age-appropriate resources and separate rooms according to their ages and stages in learning and development. Positive attachments with the childminder and her assistants help children feel emotionally safe and secure. All children enjoy listening to stories read to them. They enjoy making animal sounds and point to the illustrated creatures in the book. The children have access to a well-equipped outdoor area.

p.2

The provision is good

The childminder has a robust settling-in procedure. She works closely with parents to identify children's starting points and capabilities. She encourages the children to have settling-in visits before they start. In addition to this, the childminder follows the home routines of young babies. This helps the children to make a smooth move to her setting and they settle with ease. Children are taught self-help skills in a fun way. For instance, they sing a handwashing song while washing their hands and learn to put on their coats by putting them on the floor, put their hands in first and swing it around like a superhero.

p.2

The provision is good

The childminder plans activities that are stimulating and engage the interests of the children. She assesses the children well and plans to support their progress in their learning. For example, she plans to make farm shelters for animals with the children as they begin showing interest in different farm animals and the sounds they make. She also keeps the parents involved in this journey by informing them the theme of the week so they can support the children's learning at home. Parents value this and appreciate the efforts made by the childminder to keep them involved in their children's development.

p.2

need to do better?

n The childminder supports the children's communication skills effectively. She speaks clearly and uses repetition to help younger children hear the words and repeat after her. She reads them their favourite books repeatedly, as the children seem to enjoy them. This helps the children develop their early literacy skills and their understanding that text has meaning. n Parent partnerships and relationships work well. The parents are happy and speak highly about the care given at the setting and also value the childminder's input in their child's learning. Parent's feedback is welcomed and acted upon immediately. n Children persevere with their activities and receive huge encouragement and praise from the childminder and her assistants. This promotes the children's resilience and helps children to become motivated lifelong learners.

p.2

need to do better?

24 May 2021 n Care practices are good, overall. The childminder has brought in extra measures due to the COVID-19 (coronavirus) pandemic with regards to cleanliness and hygiene to protect the children from cross-infection. Additionally, the parents are well informed of these measures and abide by them. n The childminder attends to the individual children's care needs effectively. She is quick to recognise when children may be hungry, tired or need a cuddle and she immediately responds to them. For example, she encourages the children to come up to her when they need a reassuring cuddle. n The childminder uses her ongoing observations to understand children's level of achievement, interests and learning styles. She incorporates their next steps into her planning and this has a positive impact in developing children's knowledge and skills across the different areas of learning. n Children's behaviour is, generally, good, and they learn to cooperate with each

p.2

need to do better?

other. However, at times, the strategies used for behaviour management means that children are not clear on the boundaries at the setting and taught how to follow them. Children are distracted or ignored when they are displaying unwanted behaviour rather than being given reasons for why their behaviour is not acceptable. n The childminder seeks opportunities to attend training courses. She passes any new information to her assistants. However, she does not always ensure that the assistants receive information to build on their professional development, through regular supervisions and appraisals.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder, who is the designated safeguarding lead, keeps her knowledge up to date by accessing safeguarding training. She is confident to act quickly if she is worried about a child's safety. Her assistants are also fully aware of the signs and symptoms of abuse and what to do if they are worried about a child's welfare, including the 'Prevent' duty. E-safety rules are in place for older children who access the setting after school.

p.3

should:

n strengthen the focused programme of training and support ongoing professional development, through effective supervisions for the assistants n provide consistent opportunities for the children to understand the boundaries at the setting and the behaviour that is expected of them.

p.3

Setting details

Unique reference number EY556274 Local authority Harrow Inspection number 10174915 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 0 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She has more than 10 years experience working with children in the early years. She lives in the London Borough of Harrow. She operates her childcare Monday to Friday, throughout most of the year.

p.4

Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n A joint evaluation of an activity was carried out by the inspector and the childminder. n The inspector spoke to the childminder and her assistants about their knowledge of child protection and the procedures to follow and keep children safe. n The inspector looked at a sample of the childminder's documentation, including evidence of the suitability of persons living in the household. n The inspector talked to parents and took account of their views of the setting.

p.4

Inspection activities

24 May 2021 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.

p.4

Inspection activities

24 May 2021 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6