Childminder in Ealing

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

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The provision is good

Children settle quickly. They enjoy the welcoming and homely environment that the childminder provides. Children demonstrate that they feel safe and secure in her care. They form strong relationships with the childminder, who is very attentive to their needs and knows them well. Children are confident to lead their own learning. They independently choose from a range of resources available to them and make choices in their play. Children enjoy involving the childminder in their play, who supports and extends their learning effectively.

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The provision is good

Children have a positive attitude towards their learning and persevere at new skills. For instance, they spend time concentrating as they use pipettes to mix colours. They persist for long periods of time as they practise how to brush pretend teeth, ensuring that they are clean. Throughout these activities, children develop strong physical skills, as well as their self confidence and self-esteem. The childminder offers lots of support and encouragement throughout. Children take great pride in what they can achieve.

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The provision is good

Children behave well and enjoy the company of others. They play cooperatively, and the childminder encourages them to take turns and involve everyone in their play. The childminder places a strong focus on children's early literacy skills. For instance, children enjoy choosing from a range of books to read with the childminder and delight in song time each day as they each pick a puppet to match the song they want to sing. All children join in with the movements and love dancing together.

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need to do better?

n The childminder has a good understanding of how children learn and develops an effective curriculum for children. She gathers useful information when children start at her setting. She uses this to scaffold and build on children's learning. The childminder knows children very well. She can talk about what they can do, what she wants them to learn, how she will do this and why. The childminder closely monitors children's progress to ensure that any gaps in their learning are quickly addressed. As a result, all children make good progress. n Throughout the COVID-19 pandemic, the childminder has ensured that children have continued to access a wide variety of interesting activities. She has adapted her practice and introduced new ideas to meet children's needs. For example, the childminder has developed her outdoor space so that children are able to access outdoor play throughout the different seasons. She has also set

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need to do better?

up a local playgroup with fellow childminders for those children who needed support with their social development. As a result, children develop strong personal and social skills, and enjoy spending time with other children.

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need to do better?

8 July 2022 n The childminder has effective relationships with parents, who speak highly of the service she provides. She keeps them up to date with their children's learning through sharing reports and regular photos. The childminder collects feedback from parents to support her continued improvement. n The childminder is very experienced and constantly strives to improve her practice. She attends regular training and implements what she has learned to improve outcomes for the children. The childminder has recently attended training to learn about children's brain development and has used this to make changes in her practice. She also networks closely with other childminders to share ideas and discuss policies and practice. n Children develop their independence skills well. All children are encouraged to dress themselves before going outside. Older children confidently manage their own hygiene routines. The childminder promotes children's healthy lifestyles

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need to do better?

well. For instance, children understand the importance of washing their hands and oral hygiene. In warm weather, they know why they need to drink lots of water. n The childminder effectively supports children moving on to the next stage of their learning or school. She works closely with the new settings, sharing appropriate information, and provides a variety of interesting activities for children to help to prepare them for the transition, including developing children's self confidence, independence and early literacy skills. n The childminder promotes children's early numeracy skills effectively through their play. For example, children begin to count the skittles they knock down with a ball. They confidently match the right objects to their colour during a colour-matching activity. n Overall, the childminder supports children's communication skills well. She is a good role model. She describes what younger children are doing and introduces

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need to do better?

new words. The childminder asks older children questions to extend and support their learning. However, she does not consistently give them enough time to think, respond and express their ideas. n Overall, the childminder supports children who are learning English as an additional language well. However, she does not make the most of all opportunities to fully allow children to celebrate their home languages in the setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her safeguarding knowledge updated regularly through attending training courses. She can identify signs and symptoms which may indicate that a child is at risk of abuse. The childminder is also aware of a range of safeguarding concerns. She knows who to contact if she is concerned about a child in her care. The premises are secure. The childminder carries out regular checks of the environments to ensure that they remain safe for children to use.

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should:

n give children enough time to process their thoughts, to enable them to respond to questions and express their ideas n develop further opportunities for children to celebrate their home languages in the setting.

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Setting details

Unique reference number 2529713 Local authority Ealing Inspection number 10215097 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 6 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in the London Borough of Ealing. She offers her service all year round, from 7am until 6pm, Monday to Friday, including bank holidays. The childminder provides funded early education for three- and four-year-old children.

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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 provider and has taken that into account in their evaluation of the childminder. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector talked to the childminder, children and parents at appropriate times during the inspection. n The childminder provided the inspector with a sample of key documentation on request. 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.

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Inspection activities

8 July 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

8 July 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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