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 Good

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The provision is good

Children are happy and well settled in the childminder's welcoming home. They quickly form close bonds with the childminder. This gives children confidence to explore the interesting activities on offer, on their own and with others. The childminder skilfully attends to children's needs when they seek her out for cuddles or need reassurance. This helps to promote children's safety and security.

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The provision is good

Children behave well. They show a developing understanding of sharing and taking turns with their most-liked toys. Older children show compassion and kindness to younger children and willingly pass their favourite toys to them. Children's achievements are consistently praised by the childminder. Children's contributions are valued. For example, when singing a familiar nursery rhyme about crocodiles, children cleverly imitate the 'snapping' with hand actions. Children are able to socialise with children of a similar age and make secure friendships.

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The provision is good

The childminder employs a wide range of strategies to develop children's love of books and reading. For instance, since the COVID-19 pandemic began, she has set up a home library in her front garden for her minded children and for other children from the community to choose and change books to read at home. Parents are encouraged to borrow books and are given guidance about reading with their children for enjoyment and learning.

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need to do better?

n The childminder identifies each child's starting points with their parents effectively. She uses this information to plan next steps in learning. She implements a curriculum that is broad and interesting, based on children's interests. This includes what she wants children to learn next, in readiness for their future skills. n Children enjoy being outside in the fresh air. They visit local places of interest, such as parks and toddler groups, where they are physically active and socialise with others. Children love to engage with visitors and happily share their experiences. This helps them to develop a sense of community and an understanding of the world around them. n Children are keen communicators. Younger children hear words such as 'book' and 'duck' and begin to apply them in context. Older children use short phrases meaningfully and experiment with new words they have learned. For instance, they hold two-way conversations through skilful questioning by the childminder.

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need to do better?

They talk interestingly about their family trip in an aeroplane. This helps to support good techniques when speaking, such as listening to each other. n Children are taught about healthy diets and good hygiene. For example, the childminder reminds them to drink from their own cups and provides healthy

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need to do better?

7 November 2022 snacks for them to taste. She gently encourages children who are reluctant to try new healthy foods. n The childminder is a very good role model. She promotes the use of manners, which the children copy. Children smile as they say 'thank you', relishing in the praise they receive. Children behave well and care for one another and their toys. They cuddle the soft toys carefully and join in with tidying up. n Children are motivated and engaged in learning when they have chosen activities for themselves. For instance, children concentrate carefully when grouping teddy bears by colour. They count and learn some new mathematical language, such as 'more' and less'. However, the childminder does not use all opportunities fully to further enhance children's knowledge of other mathematical concepts, such as shape, size and measure. n The experienced childminder constantly evaluates the quality of care and

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need to do better?

education children receive. She completes mandatory training and strives to keep her knowledge up to date. However, she does not target professional development opportunities in order to help raise the quality of education to an even higher level. n Parents comment on how pleased they are with the care their children receive at this setting. They praise the childminder for her thorough communication and regular updates about their children's learning and development. Parents value her advice, for example on toilet training and how they can support their children's development at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to protect children from harm. She knows how to recognise the signs that may lead to a concern about a child's welfare. This includes children being exposed to extremist views and behaviours. The childminder knows about local child protection procedures. The childminder has completed training and research online to keep her safeguarding knowledge up to date. She supervises children effectively and makes good use of risk assessment of her home to help keep children safe.

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should:

n maximise opportunities to promote children's mathematical learning, including knowledge and understanding of shape, space, and measure, to enhance learning to a higher level n focus on professional development opportunities to raise the quality of the already good practice to an even higher level.

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Setting details

Unique reference number EY412839 Local authority Harrow Inspection number 10235430 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 5 Number of children on roll 3 Date of previous inspection 30 November 2016

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Information about this early years setting

The childminder registered in 2010. She lives in Stanmore, in the London Borough of Harrow. The childminder works Monday to Friday, from 8am to 6pm, all year round, except for family holidays and bank holidays. The childminder holds an appropriate early years qualification at level 3.

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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 provider. n The inspector observed the quality of education and discussed the childminder's teaching practice during a learning walk. n The inspector viewed the areas of the childminder's home that children use. n The inspector looked at children's records and a range of other required documentation. n The inspector conducted a joint observation with the childminder. n The inspector talked to parents to gather their views. n The inspector observed the interactions between the childminder and children. n The inspector had a long discussion with the childminder.

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Inspection activities

7 November 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

7 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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