Janka Rychter

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

Children are happy and secure in this warm and homely environment, and have strong bonds with the childminder. They confidently say goodbye to their parents at the door and settle quickly to start their day. Children are self-motivated and lead their own play. They willingly share their ideas with others and welcome their response. For example, older children show and explain to the inspector that they have cracked their rice cake and now he have two rice cakes.

p.2

The provision is good

Children behave well and develop a positive attitude to their learning. They are caring and kind to each other. For example, older children share flowers to make fragrance with younger children so that everyone has some flowers in their container. The childminder is responsive to children's needs and interests. She consistently uses high-quality interactions to support children to make progress.

p.2

The provision is good

The childminder is aware that during the COVID-19 pandemic, children's opportunities to socialise have been limited. She places a high emphasis on supporting children's personal, social and language skills. The childminder ensures that children are provided with plentiful opportunities to build social relationships with children of a similar age. This helps children to prepare for their future transitions to a bigger setting, such as a nursery.

p.2

need to do better?

n The childminder knows the children she cares for well. She uses her observations to accurately assess what children can do, and need to learn next to progress further. Based on this knowledge, the childminder develops an ambitious curriculum for all children. n The childminder and children form strong and positive relationships. She respects children as individuals and has high expectations for their behaviour. The childminder is a positive role model and consistently praises children for their good behaviour, effort and achievement. This helps children to develop high levels of self-esteem and confidence. n The childminder and her assistant carefully plan and provide opportunities for children to interact with children of a similar age and people in the community. For instance, children enjoy regular trips to a local playgroup and the library. Older children quickly learn the rules at the library and actively choose books to

p.2

need to do better?

borrow. n Children confidently make independent decisions about what they want to play with next. However, the childminder does not consistently think about how to encourage children to make independent choices in their play. For example, she keeps resource boxes out of reach of children, and they need to ask adults to get the boxes for them.

p.2

need to do better?

29 April 2022 n The childminder's quality interactions support children to make progress in their communication. She grasps every opportunity to teach children new words and extend their thinking by questioning. Children are given time to process and respond to her. They enjoy songs, rhymes and stories as part of their daily routine. n Partnerships with parents are strong. The childminder works closely with parents to support children's learning. She regularly shares information about children's day and learning experiences in the setting with parents. Parents speak highly of the advice and support which they receive from the childminder. They love the 'homely and welcoming environment' that she provides, and comment that their children are extremely happy in her care. n The childminder is reflective and committed to improving her and her assistant's practice. She carries out regular peer observations and identifies any specific

p.2

need to do better?

training needs for her assistant. This provides her assistant with the support they need to become competent in their role. The childminder also makes good use of professional development opportunities to enhance children's learning. For instance, she has attended recent training which has focused on children's mental health. This has strengthened how the childminder helps child's emotional well-being. n Children show their love of books and frequently ask the childminder to read a book for them. They sit close to her when she reads stories to them or sings songs while younger children enjoy sitting on her lap. The childminder reads to children with enthusiasm. She changes her voice to different characters, which children relish as they join in. This supports children's emerging vocabulary.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a clear understanding of child protection. She is aware of the possible signs of abuse and neglect and knows who to contact should she have any concerns about a child's welfare. The childminder and her assistant are trained in paediatric first aid. They complete medication and accident forms to ensure that children's care needs are met, and these are shared with parents. The childminder has policies and procedures in place to keep children safe. She follows safer recruitment procedures to ensure that staff are suitable to work with children.

p.3

should:

n increase opportunities for children to make independent choices in their play and engage fully with their learning experiences.

p.3

Setting details

Unique reference number EY559899 Local authority Brent Inspection number 10190607 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 8 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She lives in Kensal Rise in London Borough of Brent. The childminder operates between 8am and 5pm on Monday, Tuesday, Wednesday and Thursday, and between 8am and 3pm on Friday, except for bank holidays, one week at Christmas, one week at Easter and four weeks in the summer.

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 childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector around the premises and discussed how she ensures they are safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector spoke with the the childminder about the leadership and management of the setting. n The inspector observed the interactions between the childminder and children. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and the inspector carried out a joint observation during a planned activity.

p.5

Inspection activities

n Parents shared their views of the setting with the inspector. n The childminder and the inspector discussed how the curriculum is implemented and the impact that this has on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Children spoke to/communicated with the inspector during the inspection.

p.5

Inspection activities

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.5

Inspection activities

29 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