Childminder in Hounslow

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

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The provision is outstanding

Children have forged close attachments with the childminder. They are extremely well settled and happy in her care. Children are exceptionally curious and quickly explore the environment. They explore the high-quality resources that reflect the different make-up of families. For example, they play with dolls that reflect their ethnic backgrounds and learn about families which are different from them, such as children with two mummies. Children benefit from skilful teaching from both the childminder and her co-childminder. While children peer through light boxes, they explore primary colour and shapes. Children learn new skills, such as printing. They carefully cover an apple with paint, push it down and lift to look at the image left. They make comparisons between their prints and a pumpkin, and discuss size, 'big' and 'little'.

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The provision is outstanding

Children are strong communicators and can express their needs and wants incredibly well. Children's behaviour is exemplary. They are kind to their friends and share resources, sometimes reluctantly but always amicably. Children are very independent. They put on their wellies, realise when they are on the wrong feet and change them over. When children ask for help, the childminder provides encouragement, such as to find the corner of the yoghurt pot to peel the lid off. Children make rapid progress and learn skills they will need for future learning.

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need to do better?

n The childminder and co-childminder work very closely together and support each other as critical friends. They talk together to evaluate their teaching and the curriculum to enhance their ongoing practice. After a singing activity, the childminder identifies the strong teaching practice of her co-childminder. For example, they encourage less confident children to sing in 'a big voice' and younger children embed understanding as they copy actions and learn new words. n The childminder is committed to frequent professional development. She attends additional training and development courses that benefit the outcomes for children and improve her knowledge to support families. For instance, she has recently increased her understanding of oral health. She held discussions with parents and shared information about toothbrushing and visiting the dentist with their children. n The childminder's interactions are of high quality. For example, after lunch,

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need to do better?

children clean their teeth. The childminder demonstrates the turning motion and gives children time to remove the toothpaste lid. Children sustain high levels of concentration as they follow and listen to instructions, such as 'twist and turn'. Children learn about the importance of eating healthy food and brushing their teeth. They know this is to keep their teeth 'clean, strong, nice and white'.

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need to do better?

17 October 2022 n Parents are incredibly happy with the care and education their children receive. They comment on the exciting outings their children go on, such as visits to playgroup, long walks in parks, farm days and adventure playgrounds. They say the childminder and her assistant fill the days with excitement and learning and opportunities for their children. n The childminder and her co-childminder carefully design the curriculum and include the important things in the children's lives at home. For example, while children play with dolls, the childminder talks to them about a sibling expected soon. She explains that, sometimes, babies cry because that is the only way they can tell us what they need. Children learn that babies drink milk and to wrap them in a blanket to keep warm but be careful not to cover their face. n The childminder immerses children in a language-rich environment. She asks

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need to do better?

questions and engages in meaningful conversations with them. The childminder describes what they are doing and explains unfamiliar words. For example, while they explore the texture of pumpkins, they hear and learn new words, such as 'smooth', 'bumpy', 'sticky' and 'slimy'. n The childminder establishes first-rate links with local nursery and primary schools. For example, funded children benefit from shared time between a nursery school and the childminder. The good communication established creates a highly effective joined-up approach to children's learning. n Children benefit from daily outings. They find out about where animals live in the woodlands. Children enjoy visits to farms, and experience more exotic animals in animal centres, such as snakes. The childminder teaches children to respect animals and whether they can touch them. They know to ask if they can stroke dogs in the park and to be gentle with the co-childminder's cat. These

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need to do better?

real-life experiences make learning relevant and meaningful for children, as they develop respect for nature. n The childminder assesses children's development accurately and uses this information to provide children with meaningful experiences. She makes perceptive observations of children at play and adapts her teaching accordingly to challenge and extend their learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is extremely knowledgeable about the signs that might lead to a concern about a child's welfare. She updates her safeguarding knowledge regularly and is aware of the correct local procedures to follow to keep children safe. The childminder and co-childminder closely supervise children to minimise accidents to keep them safe from harm. The childminder recognises the importance of helping older children understand risks outside school and from the online community, such as county lines and 'friends' on social media. She is aware of the impact of bullying, including the signs of anxiety. Young children learn to manage risks exceptionally well. After a reminder, they sit carefully on chairs, so they do not fall off. They use kitchen roll to clear spills from the floor after lunch, so they do not slip.

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Setting details

Unique reference number EY374034 Local authority Hounslow Inspection number 10235210 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 4 Date of previous inspection 13 December 2016

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Information about this early years setting

The childminder registered in 2008. She operates from her sister's home in Feltham in the London Borough of Hounslow. She works Monday to Friday, from 8am to 5pm, all year, except bank holidays. The childminder receives funding to provide free early education for children aged two and three years. She is also eligible for funding for four-year-olds. She holds a relevant early years qualification at level 3. The childminder works in partnership with her sister, who is also a registered childminder.

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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 childminder and has taken that into account in their evaluation of the childminder. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about children's learning and development. n The inspector observed the quality of education provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector looked at relevant documentation and reviewed evidence of the suitability of the childminder, co-childminder and their household members. n The inspector read written feedback from parents during the inspection and took account of their views.

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Inspection activities

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

17 October 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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