Janina Gajewska

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 creates a nurturing, home-from-home environment for children to feel happy and safe in. She has developed strong attachments with the children, which has a positive impact on their well-being and emotional development. Children are happy and settled within the kind and caring childminder's warm and welcoming home. They make independent choices from a good range of resources and play materials. They quickly become engaged in their favourite activities and concentrate for long periods.

p.2

The provision is good

Children benefit from a wide range of experiences to encourage them to be physically active. For example, they play outdoors, visit parks and go for walks along the river. The childminder provides children with healthy meals and snacks. She uses everyday routines to teach them the importance of following good hygiene procedures, such as washing their hands before meals.

p.2

The provision is good

Children behave well. They are friendly and sociable and have formed good relationships with others. The childminder is a positive role model. She provides guidance and effective strategies to promote children's positive behaviour and well- being. Children play cooperatively and are happy to share and take turns.

p.2

need to do better?

n Overall, the childminder has high expectations for all children. She knows the children well and assesses their learning closely. She uses this information to establish what children already know and plans for their next steps. n Children make good progress in their learning and development. The childminder supports children's communication and language skills well. For example, children have access to an abundance of books and enjoy listening to their favourite songs and rhymes. n The childminder uses effective teaching strategies when interacting with children. For instance, she shows them how to do things and encourages them to complete tasks independently. This is demonstrated when children struggle to fit shapes into the correct holes of a puzzle. The childminder recognises when children need more support when learning is more difficult. She encourages them to persevere and gives them an abundance of praise when they succeed.

p.2

need to do better?

Children show high levels of determination to solve problems independently and express pride in their own achievements. n Overall, children benefit from learning across all areas of the curriculum. However, occasionally, although the childminder asks them questions, she does not allow them to think and respond. As a result, she does not always find out what children know and adapt her teaching to support their learning at the highest level.

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need to do better?

15 June 2021 n Children have good opportunities to explore the world around them and learn about nature. For example, they care for birds and chicks and grow plants in the childminder's garden. n Partnerships with parents are good. The childminder works effectively with them. She regularly shares information about children's development and activities they have enjoyed. Parents feel involved in their children's learning and comment very positively about the childminder. n Children have good opportunities to learn about the wider world in which they live. They learn about making healthy personal and environmental choices. For example, they regularly pick litter in the local area to help them to develop an understanding of how to protect the environment. n The childminder focuses well on her professional development. She completes regular online courses and reads relevant literature to keep her knowledge and

p.2

need to do better?

skills up to date. n The childminder helps children reflect on past learning. She creates picture books of activities so that children talk about their experiences, such as places they have visited and activities they have enjoyed. This helps children recall memories . n Overall, the childminder supports children's mathematical development well. Children readily use numbers in everyday play, such as when they count the number of pieces of fruit they need, so that each child has a piece. However, at times, the childminder misses opportunities to support children's understanding of wider early mathematical concepts, such as capacity, size, and weight.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is aware of her role and responsibilities to safeguard children. She knows who to contact should she have any concerns about the welfare of a child. The childminder can identify signs and symptoms of abuse, including wider safeguarding concerns, such as recognising the signs that a child may be at risk of radicalisation. She undertakes training as required and gets regular information from the local authority to keep up to date with safeguarding. The childminder carries out regular risk assessments of the premises and activities that children take part in, to keep them safe.

p.3

should:

n give children more time to respond to questions, to check their level of understanding and adapt teaching to extend their existing knowledge and skills n continue to support older children to develop a wider understanding of mathematical concepts.

p.3

Setting details

Unique reference number EY557215 Local authority Surrey Inspection number 10190611 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 7 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She lives in Sunbury-On-Thames, Middlesex. She currently provides flexible care between Monday to Friday from 8am to 6pm all year round, except for family and public holidays. The childminder holds a relevant level 3 qualification.

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 setting and has taken that into account in their evaluation of the setting. n The inspection observed the interactions between the children and the childminder and evaluated the quality of teaching. n The inspector viewed the areas of the home used by children. n A range of documents were viewed, including evidence of the childminder's qualifications and paediatric first-aid training. n The inspector discussed with the childminder how she safeguards the children in her care.

p.4

Inspection activities

15 June 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.

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Inspection activities

15 June 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.

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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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