Childminder in Ealing

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children have strong bonds with this friendly childminder and feel cared for and settled. For example, they seek a cuddle when they need reassurance. Children enjoy the praise and encouragement they receive from the childminder. They are pleased and smile when they hear the words 'well done'.

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The provision requires improvement

When children first start, the childminder finds out about their individual needs and care routines. She uses the information well to settle children quickly. However, she does not focus fully on individual children's development to support their progress across all areas of learning. Children listen to stories and enjoy singing songs with the childminder. However, children do not routinely hear new words when they play, to help build on their developing vocabulary.

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The provision requires improvement

Children follow simple instructions, listen to the childminder and behave well. They are respectful towards each other, share and take turns. Children have a positive attitude to their learning and show good motivation. For example, they concentrate for a long period making marks and persevering to complete the activity.

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need to do better?

n The quality of education is variable. The childminder's teaching and the activities she offers do not match the children's learning needs well enough. For example, sometimes, she does not differentiate activities so that all children make the progress they are capable of. n The childminder builds on children's learning when they show an interest during activities. However, there are times when she does not fully extend their learning, for instance when children try to control their breathing to blow away hay and shells. The childminder does not encourage them to investigate why the shells do not move. n Children develop their independence skills and manage their personal hygiene from an early age. For example, they wash their hands independently after crafts activities and before having their meals. In addition, children skilfully feed themselves and drink from mugs. n The childminder promotes healthy lifestyles for children. She talks to them about

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need to do better?

healthy food and encourages parents to provide a nutritious lunch. The childminder ensures children have daily access to fresh air and physical activity. n The childminder supports children to develop their mathematical and literacy skills. She helps children learn to count through rhymes and games. The childminder provides opportunities for children to write with chalk in the garden. This helps children to build on key skills in preparation for starting school. n The childminder is aware of the impact the COVID-19 pandemic has had for children. For example, children have had few opportunities to socialise and

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need to do better?

22 March 2022 spend time with people outside their own families. The childminder takes children out in the local community. They visit places of interest, parks and attend children's groups when possible. These outings promote children's sense of the wider world and build their confidence and social skills. n The childminder reflects on her practice and has undertaken training. However, she has not identified or sufficiently focused her training needs to improve teaching to ensure it is beneficial for children. n The childminder supports children's physical development. They play in the childminder's garden and regularly go to the local park to access a range of equipment to develop their larger muscles. n Children are happy to join in with activities and enjoy themselves. For example, children push trains around the track and share role-play resources for imaginative play. However, the childminder does not use her assessment of

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need to do better?

children's learning to consistently focus and build on their next steps in development. n Parents are pleased with the care their children receive. They comment that their children have settled quickly and that they are always happy. The childminder provides parents with daily feedback and photos of their children playing.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a suitable understanding of how to safeguard children. She keeps her child protection knowledge up to date through training. The childminder knows the indicators that may suggest a child is at risk of harm. She understands the procedures to follow to report concerns about a child's safety, and if an allegation was made against her. The childminder supervises children well to ensure they play safely and talks to them about risks. As a result, children develop an understanding of dangers and how to keep themselves safe. The childminder has up-to-date, paediatric first-aid training.

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Due date

use observations and assessments effectively to identify what children need to learn next 29/04/2022

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Due date

22 March 2022 provide a broad curriculum that offers appropriate challenge for children to progress across all areas of learning and make good progress. 29/04/2022

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should:

n model language to build on children's early speech and develop their vocabulary n evaluate effectively, to identify any gaps in knowledge and raise the quality of provision to improve outcomes for children.

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Setting details

Unique reference number EY437990 Local authority Ealing Inspection number 10104521 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 5 Number of children on roll 4 Date of previous inspection 18 June 2015

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Information about this early years setting

The childminder registered in 2011. She lives in the London Borough of Ealing. The childminder operates all year round, from 8.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder discussed and explained her curriculum intentions with the inspector. n The inspector observed the quality of teaching indoors and outdoors to assess the impact this has on children's learning. n The childminder spoke to the inspector about her work and discussed her knowledge and understanding of safeguarding. n The inspector spoke to parents and read written notes to consider their views about the childminder. n The childminder provided the inspector with a sample of documentation on request.

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Inspection activities

22 March 2022 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

22 March 2022 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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