Childminder in Harrow

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

p.1

The provision is good

Children are happy and enjoy their time at this well-organised and nurturing setting. Their needs are warmly met by the childminder and the assistants. Children grow in confidence as they take part in the child-centred daily routines. For example, during circle time, they excitedly talk about what they did at the weekend. The older children delight in talking about the enjoyable time they had when celebrating the Queen's Platinum Jubilee. They enthusiastically describe how they dressed up as some of their favourite characters and had a party.

p.2

The provision is good

Children have access to a wide range of interesting play resources. They show persistence when their chosen task is tricky. For example, when completing a threading exercise, children seek help from adults. The childminder nurtures the children and encourages them to speak about their feelings. As a result, the children behave well, listen to each other and treat each other with respect. They show that they feel safe and secure with her. Parents note that their children have developed good social skills. This is highly valued, particularly following on from the restrictions of COVID-19 which meant that children had less opportunities to socialise outside of the home.

p.2

The provision is good

Children respond enthusiastically to the high expectations which the childminder has for them. They develop positive attitudes to learning and immerse themselves in daily routines as well as the exciting range of activities on offer. The childminder supports children's mathematical thinking well. For example, they learn about shapes and sizes as they carefully fit the pieces of the various wooden puzzles. They confidently represent numbers using their fingers. For example, when asked how old they are, children show their age by holding up the correct number of fingers.

p.2

need to do better?

n The childminder has a positive attitude to her own learning and keeps up to date with developments in the early years sector. She is completing a professional childcare qualification to support her to continually improve her childcare practice. This helps to ensure that, overall, children receive a carefully sequenced curriculum to meet their individual needs and enrich their daily experiences. n The childminder provides children with well-resourced enjoyable activities and opportunities to engage their senses. For example, she reads the children the story of 'Handa's Surprise' and provides fresh fruits, such as pineapple, guava and passion fruit, as props to bring the story to life. The children smell and handle the fruit, which captures their attention and curiosity. Older children participate enthusiastically; they use words such as 'prickly', 'squishy' and

p.2

need to do better?

18 July 2022 'squashy' to describe the fruit. Questions posed by the childminder help them to recall what happens next. However, the childminder has not considered further ways of fully engaging younger children during story time to ensure that they too continually extend their skills and make even better progress. n The childminder offers children a variety of interesting opportunities to explore the wider world. For example, she takes them on trips to the park and local places of interest. This sparks children's imagination and they talk confidently about their experiences. n The childminder works harmoniously with parents to promote children's care and learning and identify and support their next steps. For example, older children are learning how to use knives and forks and the youngest children are supported to gain greater mobility. Parents are very happy with the progress their children make; they say they have seen an 'exponential development' in

p.2

need to do better?

their children and are 'assured that their children are in good hands'. n The childminder supports children's physical, social and emotional development well. She makes daily routines exciting and enjoyable. As a result, children engage and are keen to learn. For example, they choose their favourite songs to sing along with and dance, jump and balance. They practise teeth brushing with a model denture and toothbrush as the childminder explains the importance of good oral hygiene. Children select their playmats and lay them on the floor as they prepare for independent play activities. They learn about the importance of healthy foods and nutrition. These activities help the children to build their confidence and develop valuable social skills in readiness for the next stage in their learning. n The childminder and assistants listen and talk with the children, which allows them to have a voice and to express themselves. Children who speak English as

p.3

need to do better?

an additional language receive targeted support to help build their confidence and fluency in English. Through incidental activities, some children are gaining an awareness of sign language. The childminder is starting to plan more carefully to ensure equalities, diversity and inclusion are threaded through all activities. However, this is in the early stages and not yet fully embedded.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of how to keep children safe and the signs to look out for that may cause concern. The childminder knows where to go to report concerns about children's welfare. The childminder understands her responsibilities to notify Ofsted of any changes and significant events. She also holds a valid paediatric first-aid certificate. The childminder conducts regular risk assessments to ensure that her home is safe and that remedial action is swiftly taken when necessary to minimise risks.

p.3

should:

n continue to develop the curriculum in order to provide opportunities for children to further improve their understanding of diversity, equalities, inclusion and what makes them unique n extend activities so that children at differing stages of their development can fully engage in all planned activities.

p.4

Setting details

Unique reference number 2553410 Local authority Harrow Inspection number 10221599 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 3 Number of children on roll 6 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2019. She lives in the London Borough of Harrow. The childminder provides care five days a week, from 8am to 5pm. Each year, the setting closes for two weeks in August and two weeks in December. The childminder receives funding for the provision of free early education to children aged three and four years.

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 provider and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector the setting and discussed how she ensures it is safe and suitable. n The inspector observed the interactions between the childminder, the assistants and children. n The children confidently spoke with the inspector about the activities they enjoy and past events. n The childminder and the inspector discussed and observed a planned activity and the impact of this on children's learning. n Parents provided written feedback for the inspector.

p.5

Inspection activities

18 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.

p.5

Inspection activities

18 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7