Choglay, Nazima Begum

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 thoroughly enjoy attending this warm and welcoming setting. They settle quickly and are eager to explore the activities in the designated playroom. The childminder is highly responsive to children's individual needs. Children demonstrate that they are secure and safe in their familiar routines. They are keen to include the childminder in their play. They happily make her pretend drinks and pizza with the dough. Children laugh as the childminder joins in and encourages them to count and recognise the shapes. The childminder promotes independence and physical activities and encourages children to develop their self-help skills. Children hang up their coats on arrival, attend to their personal needs and serve their own packed lunch. The childminder finds out from parents about their children's routines, interests and abilities before they start at the setting. She uses this information to plan for children's individual learning.

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The provision is good

The childminder gets to know children extremely well. She has high expectations for their behaviour and promotes good manners and clear boundaries. This helps children to behave well. Partnerships with parents are strong. Parents report positively about the childminder's caring and nurturing approach. They appreciate her flexibility and guidance in supporting their family needs.

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need to do better?

n The childminder knows the children well. She gathers detailed information when they first start, and builds on what they know and can do. The childminder plans a broad curriculum which extends children's interests and provides challenge, overall. She observes children's progress and rapidly identifies any possible gaps in their learning, which are addressed quickly. The childminder shares children's next steps in learning with parents, along with ideas to continue their development at home. n The childminder provides opportunities for children to develop their literacy skills. Children show a keen interest in books. They select stories of interest and listen as the childminder reads stories to them. n Children's mathematics skills are consistently developing. Children have many opportunities to count and use language relating to shape, size and colour. Children count objects they collect in the garden and describe numbers and

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need to do better?

shapes during their play. n The childminder helps children to prepare for starting school. She has a clear understanding of what skills she wants them to be confident in. The childminder provides many opportunities for children to practise these. For example, she supports children to hold their pencil correctly, when they are developmentally ready, to make marks and help to develop their early writing skills. n The childminder arranges her home and resources effectively to ensure that

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need to do better?

6 May 2022 children can make choices about their play and learning. Children explore, investigate and develop their own interests and ideas. The childminder encourages children to be independent and carry out small tasks for themselves. Children eagerly use the dustpan and brush to keep the floor clean. They smile proudly as the childminder praises their efforts, which promotes their self- esteem. n The childminder ensures children get plenty of fresh air and exercise. She helps to promote healthy lifestyles and involves children in learning about their good health and well-being. For example, they grow vegetables and herbs from seeds and learn to look after them. The childminder ensures that children's packed lunches are healthy, and shares information about good eating habits with parents. n Children develop a good understanding of diversity beyond their immediate family. For example, the environment has positive cultural images, books and

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need to do better?

role play resources for the children to explore. n The childminder skilfully introduces children to new words and concepts as they play and explore. For example, she uses props and pictures to help to deepen the children's understanding of the words that they are using. However, at times, she speaks too quickly and does not allow children time to think, process and respond to questions asked. n The childminder ensures that her mandatory training is up to date. However, her professional development plans are not yet fully embedded to help improve her practice to a higher level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps children safe and promotes their welfare. She has a good understanding of the procedures to follow should she have any safeguarding concerns. She recognises the possible signs and symptoms of abuse or neglect, including those relating to a wide range of safeguarding issues. She knows who to contact if she has concerns about the welfare of a child. The childminder has risk assessments in place and completes daily checks of the environment to ensure that it is suitable for children to use. She teaches children about the importance of safety. For example, children learn how to stay safe in the sun and she reminds them to wear their sun hats.

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should:

n allow children more time to think and respond to questions asked, to support their communication and language development further n build on professional development plans to raise the quality of education further.

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Setting details

Unique reference number EY463531 Local authority Hounslow Inspection number 10075478 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 1 Date of previous inspection 27 January 2016

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Information about this early years setting

The childminder registered in 2013. She lives in the London Borough of Hounslow. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the provider 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 her evaluation of the provider. n The childminder showed the inspector around the areas of her home that are used by children and explained how she supports children's learning and development. n The inspector talked to the childminder and the children at appropriate times during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector reviewed documents, including those relating to first aid, insurance and the suitability of adults. n The inspector took account of the views of parents in their written comments.

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Inspection activities

6 May 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

6 May 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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