Farah Akhavan

Overall effectiveness Good

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

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The provision is good

Children are cared for in a welcoming and exceptionally well-resourced environment. The childminder works with her husband, who is also a childminder. They provide a warm, homely and friendly environment and are good role models. Children play well, share and are polite. Older children are caring and help the younger ones. They receive lots of praise and affection from the childminders, which helps them to feel valued, respected and supports their emotional well-being effectively. Children develop good hand-to-eye coordination. They fit puzzles together and learn to match various pictures. Children join different sized building blocks to create their own models.

p.2

The provision is good

Children are provided with a variety of interesting and challenging learning experiences. The childminder helps children to develop their mathematical skills as they fill and empty containers when playing with oatmeal. She encourages children to count how many scoops it takes to fill each container as they explore size, shape and capacity. Furthermore, the childminder introduces the older children to the concepts of estimation and half numbers. Children's communication and language skills are well supported by the childminder through effective questioning and conversations throughout the day.

p.2

need to do better?

n The childminder fully considers the needs of the children in her home. She uses three rooms for childminding; one room is used for babies, then a main play room, and an upstairs sleep room. She completes visual safety checks before children arrive and constantly throughout the day to ensure the environment is safe. n The childminder knows the children she cares for well. She works with the information provided by the parents and uses her own observations to establish children's starting points in their learning. The childminder uses relevant guidance to support her assessments of children's progress and what they need to know next. The childminder has completed the required progress checks for children when they are two years of age, however, she was unable to find these documents for inspection. This has minimal impact on the children as the childminder is aware if there are any gaps in children's learning.

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need to do better?

n The childminder reflects on her practice. She seeks the views of parents and children, and takes account of their suggestions. This helps her to identify any areas to improve and develop. Testimonials from parents are very positive about the care their children receive. n The childminder helps children to develop skills in literacy to prepare them for later learning. For example, she asks children if they can identify the animals and what noises they make when she reads stories. She skilfully extends the

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need to do better?

19 August 2021 activity as they talk about animals on a farm. Children stay engaged in group discussions for a long time. n Children actively engage and show focus as they play. However, occasionally, the childminders sometime intervene too soon and this interrupts children's concentration and self-directed play. n The childminder implements her settling-in procedures effectively. Babies have time to develop a good bond with both childminders and other children who are attending. This supports their emotional well-being effectively. n Children help with tasks that are appropriate to their age and stage of development. They learn to tidy away toys and resources, which helps them develop a good level of independence. Children make choices during their play and have a good range of toys and resources to choose from. n Children are starting to manage their own personal care needs, including toileting and hand washing. The childminder has a good understanding of how

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need to do better?

to encourage children to follow healthy lifestyles. This is evident as they are provided with nutritious and healthy meals. Children have daily access to fresh air and exercise in the enclosed garden. n Children establish close friendships. They laugh and giggle as they play together. During group time, they take account of each other when speaking. Children gain good skills in readiness for the next stage in their learning and their eventual move on to school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of child protection procedures, including wider safeguarding issues, such as the 'Prevent' duty guidance. She can identify when a child may be at risk and has a detailed safeguarding policy. This has relevant contact numbers she can access if she had concerns about a child's welfare. The childminder understands the importance of accurate record keeping and maintains most documentation. She implements clear policies and procedures and ensures that her premises is secure. The childminder regularly assesses risks in her home or when outdoors to minimise any hazards. This helps to keep children safe.

p.3

should:

n consider when to engage in children's play to ensure any interventions do not interrupt their independent learning n ensure that the required two-year-old progress checks are available for inspection.

p.3

Setting details

Unique reference number EY379888 Local authority Ealing Inspection number 10074156 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 9 Date of previous inspection 20 June 2016

p.4

Information about this early years setting

The childminder registered in 2008. She lives in the London Borough of Ealing. She cares for children Monday to Thursday, throughout most of the year between the hours of 8am to 6pm. The childminder co-works with husband, who is also a childminder. The childminder holds a relevant level 3 qualification.

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Inspection activities

n This was the first routine inspection the provision 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 the evaluation of the provision. n The childminder showed the inspector around the areas of the home that are used for childminding. She talked about how she organises her provision and the arrangements in place to assess and support children's learning and development. n A joint observation was completed with the childminder. n The inspector observed the childminder's and her co-childminder's interaction with children. She assessed the quality of education and its impact on children's achievements. n Parental questionnaires were taken account of to gain parents' views on the childminder's service.

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Inspection activities

19 August 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

19 August 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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