Jiwa, Kubra

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 are happy, engaged and keen to learn. They have close bonds with the childminder and her assistants, who have been working at the setting for many years. Children are highly motivated and learn through interesting and enjoyable play opportunities. The space and resources children access are inviting and spark children's curiosity very well. Children share the resources imaginatively in their play. For instance, they pretend that dolls are their babies, feeding them and settling them down to sleep. They relish the feel and the texture of the play dough, whilst adults encourage their speech and children use words such as 'squishy' and 'squashy'. This is particularly well managed with children who have additional needs, where the specific development of their language skills is key. They are developing their physical skills alongside their imagination very well. Children eagerly join in with songs and move their bodies doing the actions. They develop

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The provision is good

their mathematical skills as they learn about number and how to count through familiar rhymes and songs. Children's behaviour is excellent. They are attentive, try their best during more challenging activities and listen to instructions well. Even the youngest child is developing an awareness of turntaking and contributing to carrying out small tasks. The daily routine helps children to feel a sense of belonging and to anticipate what comes next. This promotes calmness, which helps children to be ready to take part in new experiences. Children's self-esteem is developing well. The childminder encourages the children to recognise their own achievements, and both the adults and the children give each other compliments.

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need to do better?

n The childminder plans learning opportunities that excite and enthuse children. She has a clear vision for her curriculum and ensures that children's confidence and communication are a focus. The childminder accurately assesses what children know and can do, and carefully considers what their next steps in learning are. Therefore, children are ready for future learning. n The childminder and her assistants encourage children to have a go at mark making. She attaches pens to small cars. Children push the cars around on a piece of paper and begin to describe the shapes they make. They use touch screen devices to develop their fine motor skills, and older children are beginning to recognise the shapes and sounds of letters. The adults use mathematical language, such as 'bigger' and 'smaller', when engaging the children in the story of 'Goldilocks'. Children use these new words as they describe the size of what they see. The childminder carefully adjusts the

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need to do better?

teaching to help all children to engage in learning. n At every possible opportunity, children are able to practise their independence skills. They know how to prepare for going outside by collecting and putting on their coats. They recognise their pegs which have their names attached. They

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need to do better?

1 November 2022 use the bathroom independently, wash their hands and put the paper towels in the bin. Children work together to help to set up activities and listen to instructions well. As children tidy away, the adults make this into a colour matching and counting game. This maintains children's attention effectively. n The childminder works very well in partnership with parents and other professionals. She ensures that children receive tailored support to help them to make good progress. The childminder shares speech and language support leaflets with parents. The childminder provides videos of her singing the songs children enjoy, to encourage more singing at home. n The childminder has an accurate picture of her strengths,overall. She has great ambition to continue to develop the quality of her practice and provision. However, she does not always evaluate her own teaching and that of her assistants effectively and consistently. This means that, occasionally, the

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need to do better?

opportunities available to children do not enhance their learning to the highest level, such as children's problem-solving and deeper-thinking skills. n Parents speak highly of the childminder. They appreciate the regular photos and videos shared of what their children have been doing. They notice their children use more new words after their time spent with the childminder. They enjoy being involved in the annual sports' day and many of them have been using this service for years, relating stories from when their older children attended. n The childminder provides children with many opportunities to learn about what makes them unique and about people and lives different to their own. She makes special books for children to recall special events in their own lives, such as the death of the Queen or Halloween. Children delight in looking at these and talking about their memories. The childminder provides children with an

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need to do better?

appropriate selection of books and resources, that enable children to explore other ways of life in their play. Outings take place for children to experience real-life cultural celebrations, which helps to broaden their understanding even further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps children safe. She and her team are alert to signs and symptoms of abuse. They have good knowledge of wider safeguarding concerns, including radicalisation and extremism, breast ironing and substance misuse. They know to act promptly and who to report concerns to about the welfare of children. The childminder is aware of the steps she would need to take if any allegations were made against herself, her assistants or any member of her household. The childminder carries out regular checks of her environment, to ensure that it is kept safe for children. She sends information to parents about on-line safety, to ensure they understand the risks of using technology and social media.

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should:

n enhance current systems for evaluating practice and provision to provide children with the highest level of learning opportunities and experiences.

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Setting details

Unique reference number EY364718 Local authority Harrow Inspection number 10235158 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 10 Number of children on roll 8 Date of previous inspection 15 November 2016

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Information about this early years setting

The childminder registered in 2008. She lives in the London Borough of Harrow. The childminder works Monday to Friday from 8am to 5pm during term time. She and her 3 assistants hold appropriate early years qualifications. There are five children in receipt of early years funding.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and her assistants and has taken that into account in her evaluation of the setting. n The inspector, the childminder and the assistants discussed how the environment is set up. The childminder and the assistants explained the curriculum they offer. n The inspector evaluated activities with the childminder and discussed the quality of education and learning opportunities she provides. n Parents were spoken to and their views were taken account of. n The inspector observed the children at play and tracked their experiences and learning. n The inspector reviewed documentation, including paediatric first-aid certificates, insurance certificates, and documents relating to progress checks for children aged between two and three years. n The inspector checked evidence of the suitability of the childminder, her

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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

1 November 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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