Childminder in Hounslow

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 relish the opportunities to show what they know and can do. For example, a box of dressing up clothes enables children to use their strong imaginations and creative skills as they engage in role play. Those who are able, use a wide range of words to express themselves clearly while talking to their peers and adults about what they are doing. Older children demonstrate their fine-motor skills as they draw pictures and describe them as a 'bright sun' or a 'small butterfly'. Younger children test their walking skills safely while exploring the outdoor space. All children have lots of fun as they pretend to make 'eggs with ham' and 'cups of tea' at the mud kitchen.

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The provision is good

Children are clearly happy and feel secure with the childminder, who has a caring and welcoming approach. They receive lots of meaningful praise, which help them to behave well. Following the COVID-19 pandemic restrictions, the childminder has been supporting children's social skills by exploring the local community. For example, she takes children to various playgroups and other places of interest. As a result, children show increased social confidence. They are developing well because of the high expectations for their learning.

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need to do better?

n The childminder continues to provide children with good-quality education and care. Since her last inspection, she has ensured that children have a wider range of resources and experiences to extend their understanding of cultural differences and diversity. For example, pictures on display raise children's awareness of other people and various languages around the world. Children also take part in cultural and religious events, such as Chinese New Year and Diwali. n The childminder has established a strong partnership with parents. She communicates regularly with them to ensure there is two-way information sharing. Parents are highly complimentary about the service they and their children receive. For example, they are delighted with the childminder's warm and positive interactions with their children. The successful partnership between the childminder and parents contributes effectively to children's developmental

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need to do better?

progress. n Children make good progress from their various starting points, such as in their communication and language skills. Children benefit well from hearing the correct pronunciation of words and opportunities to repeat them. They love looking at books or have stories read to them, which help to develop and extend their vocabulary. n The childminder continues to promote her professional development. She found the training on how to make use of available resources increased children's

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need to do better?

21 July 2022 interest in letters and numbers. However, the childminder acknowledges that she is not as confident in planning the curriculum for mathematics. This prevents her from fully supporting and extending children's mathematical skills as effectively as possible. n The childminder observes and monitors children's progress well. She uses the information gained to plan interesting activities, such as threading and making bird feeders. On some occasions, the childminder does not ensure all planned activities are pitched at the correct level for the ages and stages of the children taking part. n The curriculum enables children to develop their self-care and independence skills. Children are able to make decisions about their play, which keeps them motivated to learn. They are also encouraged to manage age-appropriate tasks, including toileting. This gives children high levels of confidence to do things for

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need to do better?

themselves. n Children have plenty of opportunities to play outside, which supports their physical and mental health. They develop their strength and coordination as they run, climb and use ride-on toys. Children, particularly the younger ones, delight in using their hands to explore water, stimulating their senses and curiosity. n The childminder seeks the views of parents to evaluate the setting, which shows her commitment to good practice. For example, she talks to parents to ensure that children receive a consistent approach to managing their positive behaviour and learning both in the setting and at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is vigilant in her supervision of children. She teaches children how to keep themselves safe, such as the importance of walking when indoors. The childminder completes appropriate training to keep her safeguarding knowledge up to date. She knows how to identify signs of abuse and neglect, including if a child is being drawn into radicalisation. There are clear procedures for reporting any safeguarding concerns to relevant authorities to protect children's welfare. The childminder ensures that all the required documentation and records, such as her first-aid certificate, are in place to help keep children safe.

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should:

n engage in training and development opportunities to enhance knowledge of how to deliver the curriculum for mathematics more effectively n use the information gained from observations and assessments precisely so all planned activities are pitched at the correct level for the ages and stages of the

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Setting details

Unique reference number EY472890 Local authority Hounslow Inspection number 10219798 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 3 Date of previous inspection 19 August 2016

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Information about this early years setting

The childminder registered in 2014 and lives in the London Borough of Hounslow. She offers care on Monday to Friday from 8am to 6pm, Monday to Friday, all year round, except for family holidays. The childminder holds an appropriate childcare qualification.

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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 had a learning walk together to discuss the childminder's intentions for children's learning. They carried out a joint observation of planned activities and evaluated the impact that they have on children. n Parents spoke with the inspector and left written feedback to share their views on the quality of the provision. n The childminder provided the inspector with the required documentation on request. She told the inspector how she operates her childminding services. n Children spoke to the inspector about what they enjoy doing while with the childminder.

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Inspection activities

21 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

21 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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