Shehbana Alshumali

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 Met (with actions)

p.1

The provision is good

Children are happy and settled in the childminder's care. The childminder is kind and attentive. She quickly establishes strong emotional attachments with children and their families. As a result, children demonstrate that they feel safe and secure. They confidently explore the childminder's home and make choices in their play. The childminder has effective settling-in arrangements to find out in detail about children's needs. She adopts a flexible approach to ensure that children's individual needs are met.

p.2

The provision is good

Children delight in sensory experiences. For example, young enjoy exploring the different sounds of sensory bottles. They take time to listen to each of them and share them with the childminder. Children also persevere when playing with water, transferring it into different containers and spoons, as they further develop their physical skills.

p.2

The provision is good

Children enjoy the time that they spend with the childminder, who provides them with lots of praise and encouragement. This supports children's self-esteem and confidence. The childminder is always close by to offer children reassurance and cuddles when needed. She is a positive role model for children. As a result, they begin to learn about positive behaviour and what is expected of them. For example, children are starting to recognise the impact of their actions, and are kind and caring towards others.

p.2

need to do better?

n The childminder has made significant improvements since the last inspection to provide a safe and secure setting for the children in her care. For example, she has reorganised the space where children play and regularly completes risk assessments to ensure that her home is fit for purpose. n The childminder places a strong focus on developing children's communication skills. For example, she speaks slowly and clearly describes what young children see. The childminder introduces words to to extend children's vocabulary to further support their early language skills. n The childminder understands how children learn and how she can best support their interests. She knows children well and monitors their development. The childminder uses this information to plan what children need to learn next to develop further. As a result, all children make good progress and are well prepared for the next stage in their learning.

p.2

need to do better?

n Partnerships with other professionals involved in children's care are good. The childminder exchanges information frequently so that all professionals involved with children are kept updated. This helps to support consistency of care and learning for all children.

p.2

need to do better?

22 July 2022 n The childminder reflects well on her practice and evaluates the effectiveness of her provision. She collects feedback from parents. The childminder uses this information to make plans to improve her setting for the benefit of children. n The childminder follows a programme of professional development. She attends regular training, completes her own research and meets with other childminders to share ideas and keep up to date with legislation. This helps the childminder to improve her practice. For example, she has recently completed well-being training and has used this to help support the children in her care. n Partnerships with parents are strong. The childminder keeps parents up to date with their children's learning. Parents comment on how much they appreciate the good care and support that the childminder provides for their children. n The childminder organises regular trips to local parks. However, she does not

p.2

need to do better?

make the most of all opportunities to take children out to meet others and develop their social skills. n Children have regular opportunities to make choices in their play. However, the childminder does not consistently allow children to try things for themselves and develop their independence and key skills. For example, she does not encourage children to feed themselves or use their own drinks bottle. n The childminder supports children's awareness of healthy lifestyles. For instance, she helps children to wash their hands before mealtimes and provides a range of healthy snacks that children enjoy. n The childminder supports children's imaginations well. She engages in pretend play with children, where they use doctor's kits to listen to each other's hearts and make each other 'better'.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of children protection procedures and has completed safeguarding training. She can identify when a child may be at risk of harm. The childminder understands the procedures to follow should she have a concern about a child's well-being. The premises are secure and the childminder carries out regular checks of the environment to ensure that they remain safe for children to use.

p.3

should:

n provide children with more opportunities to meet with other children and develop their social skills n help children to develop their independence further and try things for themselves.

p.3

Setting details

Unique reference number EY554965 Local authority Hillingdon Inspection number 10237410 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 1 Date of previous inspection 13 July 2021

p.4

Information about this early years setting

The childminder registered in 2018 and is based in Hayes in the London Borough of Hillingdon. She operates all year round from 7am to 7pm, Monday to Sunday, except for bank holidays and family holidays.

p.4

Inspection activities

n This was the first 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 her evaluation of the setting. 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 childminder provided the inspector with a sample of key documentation on request. n The inspector observed the quality of education being provided, and assessed the impact that this was having on children's learning. n The inspector took account of the views of parents in their written comments.

p.4

Inspection activities

22 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

22 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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