Numan, Sumia

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Good Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

p.1

The provision requires improvement

Children are happy, settled and content. The childminder is caring, warm and loving. She forms strong attachments with children and shows them affection. Children seek comfort and reassurance from the childminder when needed. They behave well, listen to the childminder and follow simple instructions.

p.2

The provision requires improvement

Children develop their language skills. The childminder uses a visual picture board to encourage children to link pictures of animals with noises and songs. Children begin to make various sounds to communicate. They explore the various resources available. Children enjoy playing in the garden area with balls and games. They have some opportunity to develop physically and improve their balance skills when they play outside.

p.2

The provision requires improvement

Children have opportunities to develop their independence. They are encouraged to wash their hands, feed themselves and try to put on their shoes. They freely access drinking water and recognise their own cups. However, the childminder does not use her full knowledge of the curriculum and children's individual learning and development effectively. For example, she provides some activities and resources that are not suitable for children's age and stage of development. As a result, children sometimes lose concentration, and become distracted and disengaged from their learning.

p.2

need to do better?

n The childminder plans the curriculum to offer children some opportunities to learn about diversity and equality. For example, the childminder supports children to explore some multicultural books, and takes them out for trips to the local library. However, some activities and resources are not suitable for children's age and stage of development. For example, the childminder provides books that are not age appropriate for the children attending. This impacts on the opportunities that children have to engage in their learning and develop their early literacy skills. n The childminder acts with integrity, and understands when and what she needs to notify Ofsted of. She is organised with her documentation and with the environment available for children to play in. The childminder has processes in place to support children with special educational needs and/or disabilities. She has a knowledge and understanding of the requirements relating to the progress

p.2

need to do better?

check for children aged between two and three years. She works with parents and other agencies. n The childminder ensures that she attends training to keep her knowledge up to date with current changes in childcare and education. However, she does not evaluate the quality of her teaching to enable her to put plans for improvements

p.2

need to do better?

28 April 2022 in place. This impacts on the quality of education that she provides for children. n Children independently access visual picture cards and picture books. They make sounds and point to the pictures. However, there are times when the childminder offers children too many resources at the same time. This impacts on children's concentration and they lose interest in their play. The childminder models language, repeats sounds and introduces children to new vocabulary, for example, during the song 'Head, shoulders, knees and toes'. n Children develop their physical skills. They are encouraged to blow bubbles, develop hand-to-eye coordination by stacking ring toys, and go for local walks. Children play and explore with a microphone and musical instruments, and enjoy dancing. They have opportunities to develop their social and emotional skills. Children take turns when they play, and they play alongside each other.

p.2

need to do better?

n Children learn through exploring the environment. They enjoy imaginative play in the role-play kitchen, using saucepans, a tea set and pretend food. Children are curious as they open small cupboard doors, and transport toys from one area to another. They are proud of their achievements and smile at the childminder when they achieve a milestone in their learning. n Parents are happy with the setting. They say that their children are happy and settled. The childminder offers parents monthly meetings to discuss their child's development. She has a knowledge of how long amounts of screen time can impact on children's brain development. However, the childminder uses video lullaby songs on an electronic device for children to watch until they fall asleep. She does not consistently provide parents with further ideas to support their children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a knowledge and understanding of safeguarding. She knows who to contact if she is concerned about a child's welfare. The childminder attends training within the local authority to keep herself update with changes in legislation. She has safe COVID-19 protocols in place to minimise the risk of cross- contamination. The resources she provides are clean, and she encourages children to wash their hands throughout the day. Visitors are required to have their temperature checked on arrival. The environment is safe and clear of hazards, and the childminder carries out daily visual safety checks. The childminder supervises children closely and checks them when they are asleep.

p.3

Due date

28 April 2022 promote children's individual learning and development more effectively, to ensure that children learn across all areas of the curriculum and become more engaged in their learning. 30/06/2022

p.3

should:

n evaluate the setting's strengths and identify priorities for further development, focusing on improving the quality of education for all children attending n build on the current partnerships with parents to help them support their children further.

p.4

Setting details

Unique reference number EY555844 Local authority Hounslow Inspection number 10190066 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2018. She lives in Feltham, in the London Borough of Hounslow. The childminder offers care from 7am to 7pm on weekdays during most of the year, except for bank holidays and family holidays.

p.5

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 the evaluation of the setting. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector talked to the childminder at suitable times throughout the inspection. n The inspector observed the childminder and children interacting outdoors in the garden and inside the home. n The inspector carried out observations of activities. n Parents' written feedback on the service was reviewed by the inspector. n The inspector checked evidence of the suitability of adults living on the premises.

p.5

Inspection activities

28 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.5

Inspection activities

28 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.6

Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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