Childminder in Buckinghamshire

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

p.1

The provision is good

Children are happy and settled in the childminder's care. Children quickly establish strong emotional attachments with the childminder, who welcomes them into her care. They feel secure and confident to express their feelings and ideas. Children quickly choose from the range of resources available to them. They engage happily at activities. Children benefit from the childminder's support. They welcome her to join their play as she extends and challenges children's learning effectively.

p.2

The provision is good

Children develop good communication and language skills. They listen as the childminder talks to them throughout the day and provides an ongoing commentary alongside their play. Older children learn new vocabulary and the childminder asks them questions to help extend their learning. Children enjoy regular opportunities to listen to stories and sing songs.

p.2

The provision is good

Children behave well and have good manners. They follow the childminder's model for good behaviour and understand her high expectations. Children benefit from the childminder's praise and encouragement throughout the day, which helps raise their self-esteem and confidence. Children enjoy the delightful outdoor space and have ample opportunities to develop their physical skills.

p.2

need to do better?

n The childminder has a good understanding of how children learn. She provides activities based around children's interests and what they need to do next. Her regular observations and assessments support this. The childminder closely monitors children's progress to ensure there are no gaps in their learning. As a result, children are making good progress and are well prepared for the next stage in their learning. n Throughout activities, the childminder follows the children's lead and introduces new ideas to develop their learning further. For example, while using tools to manipulate dough, children begin to make pretend food. The childminder introduces lollipop sticks for the older children to make ice creams. To ensure the younger children are also included and are engaged, the childminder differentiates the activity effectively for them to develop their small-muscle skills, as they are encouraged to put the sticks in the dough.

p.2

need to do better?

n The childminder has developed an effective curriculum for children who attend. She gathers useful information from parents when children start at her setting. She uses this to sequence their learning. The childminder knows the children well. She recognises what they can do and understands what she wants them to learn next and why. n The childminder supports children's imaginations well. She engages in pretend play with children. For example, they enjoy making tea for their friends in the

p.2

need to do better?

13 April 2022 role play kitchen. n Partnerships with parents are strong. The childminder keeps parents up to date with their children's learning. Parents comment on how much they value the good care, support and various activities the childminder provides for their children. n The childminder supports children to develop their early mathematical skills. They learn about shape and size throughout their activities. For example, the childminder skilfully uses children's interests in role play to explore the concept of size and encourage children to count out and share the pretend food they have made. n The childminder promotes health and well-being effectively and teaches the children about the importance of good hygiene routines. For instance, children regularly wash their hands, and the childminder encourages them to eat healthy fruit and vegetables throughout the day. n Overall, the childminder reflects well on her practice and evaluates the

p.2

need to do better?

effectiveness of her provision. For example, she is in the process of developing the garden and would like to extend the space further. She collects feedback from parents and makes plans to improve her setting for the benefit of the children in her care. However, she does not take full advantage of all the opportunities for professional development to further support children's learning. n The childminder has established that some children in her care attend other settings. However, she has not fully developed information-sharing with these settings to support children's learning and development as fully as possible.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has attended safeguarding training. She has a good understanding of how to keep children safe, the indicators of abuse and how to protect children in her care. She is aware of the signs that may indicate a child is at risk of harm. The childminder has a good understanding of local safeguarding procedures and where to report any concerns she might have about a child. The premises are secure and the childminder carries out checks of the environment to ensure it remains safe for all children to use.

p.3

should:

n make the most of all opportunities for professional development, to enhance knowledge and skills to help improve children's learning n strengthen partnerships with other early years settings children attend, to provide the best possible support for their learning and development.

p.3

Setting details

Unique reference number EY458424 Local authority Ealing Inspection number 10217968 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 5 Date of previous inspection 28 June 2016

p.4

Information about this early years setting

The childminder registered in 2013 and is based in Acton, in the London Borough of Ealing. She provides care Monday to Wednesday, Friday and Saturday, from 8am to 6pm, all year round.

p.4

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 provider and has taken that into account in their evaluation of the childminder. n The childminder and the inspector took part in a joint observation of children engaged in an activity. They discussed what the intention was and the quality of teaching and learning that they observed. n The childminder spoke to the inspector, as part of the learning walk, about the intentions for children's learning. n The inspector observed the quality of education, indoors and outdoors, and assessed the impact on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

13 April 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.

p.4

Inspection activities

13 April 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.

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