Childminder in Ealing

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

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The provision is good

Children settle well into the childminder's warm and homely learning environment. The childminder plans activities which incorporates their growing interests and helps them to learn. For example, the children love looking at the flowers and the birds in the garden or the park. She carefully explains to them how bees are taking 'nectar from the flowers', introducing new words to the children. Children like being physically active and enjoy challenges, such as jumping across round stepping stones or pedalling a toy car. The children are confident in activities with support from the childminder. They are so happy when they succeed. Children enjoy a wide selection of well-presented resources, inside and outdoors, which enhances their learning. They are familiar with where resources are kept and can help themselves to toys, to make their own choices. Due to the COVID-19 (coronavirus) pandemic, parents now drop children off outside the house instead of coming indoors.

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The provision is good

However, the childminder ensures her home is welcoming for children's arrival. Children show how happy and safe they feel, as they laugh with the childminder. They interact well together as she guides their play. Children's behaviour is excellent. The childminder has high expectations of the children, wanting them to do well.

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need to do better?

n The childminder enjoys having meaningful conversations with the children. She listens carefully, repeats words and will ask simple questions so children can understand. They learn to imitate words and sounds, as they sing songs and rhymes together. For example, children enjoy singing, 'Pat-a-cake, pat-a-cake', while cutting play dough. Children love looking at books and will pick them up at any time. As the childminder reads the 'Hungry Caterpillar' book, she explains how a caterpillar changes into a butterfly. The children interact by using props to fully engage in the story and help them remember it. n The childminder carefully plans different experiences for the children to help with learning. For example, she incorporates mathematical learning into activities, as children count the wheels of a car or talk about the different shapes of toy biscuits or cakes. She encourages mark making using pens and paint to

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need to do better?

help develop the children's hand muscles. Children enjoy painting and mixing up different colours using their imagination. However, the childminder sometimes changes the activities too quickly and this does not support children to absorb their learning and challenge them further. n Children are encouraged to develop self-help skills to look after themselves. For example, the childminder supports children to wash their hands before meals, and to change their shoes. The childminder prepares nutritious healthy meals at home for the children, which they enjoy. However, the childminder misses opportunities to develop children's independence even more through these daily

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need to do better?

24 June 2021 routines. n The childminder regularly evaluates the quality of her provision. She attends training and completes research to gain more knowledge and ideas. This enables her to stay up to date with current developments in childcare and education. The childminder implements what she learns into her daily practice. n The childminder has built up strong relationships with the children. She is sensitive to their needs, helping them to develop their self-confidence. She speaks calmly and quietly, and teaches children to be well mannered. For example, when communicating with other people, she encourages children to say 'please' and 'thank you'. n Parents are very well informed about their children's progress and the childminder works with them to meet their child's individual care needs. In the COVID-19 lock down, she kept in touch with the children using video to sing songs and read stories to them, which the parents were delighted about.

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need to do better?

n The childminder introduces children to the wider world, for example taking them on outings. She teaches them about road safety when walking in the street. She links this learning well as children play with toy cars and a road play map, reminding them to be careful crossing the road. She says, 'wait for the green man at the traffic lights'. This helps children to take care of themselves and to be safe.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes training to keep her child protection knowledge up to date. Children's safety is a top priority. She knows how to identify the signs and symptoms of child abuse. The childminder knows she has a duty to act, respond and report concerns immediately. She understands signs that may indicate a child is learning extreme views or ideas and how to report her concerns. The childminding premises are secure so that children cannot leave unsupervised and unwanted visitors cannot gain access.

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should:

n maximise everyday opportunities to support children's concentration and thinking even further n use all opportunities to encourage the independence of children through daily routines, especially during mealtimes.

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Setting details

Unique reference number EY548891 Local authority Ealing Inspection number 10174011 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 6 Number of children on roll 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in the London Borough of Ealing. She offers her service from, 8am to 6pm, Monday to Friday, excluding bank holidays and family holidays. The childminder holds a relevant early years qualification at level 3.

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Inspection activities

n This was the first routine inspection the provider received since COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector and the childminder completed a learning walk of the setting where they discussed the early years provision and the aims of the curriculum. n A planned activity was jointly observed and evaluated by the inspector and the childminder. n The inspector held discussions with the childminder throughout the visit and looked at relevant documentation. n The inspector spoke to parents to gather their views about the setting.

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Inspection activities

24 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

24 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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