Childminder in Ealing

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Inadequate

p.1

The provision requires improvement

Children are happy and safe. Through the smiles on their faces and the way that they confidently explore the setting, the children show that they are settled and secure. The childminder creates a home-from-home environment and forms very positive relationships with children. The childminder is warm, caring and attentive to children's needs. She provides lots of cuddles and follows the children's lead. As a result, young children are keen to play with the range of toys and resources which are available to them. For example, they enjoy filling and emptying boxes.

p.2

The provision requires improvement

Children eagerly take part in activities of their choice. They have generally positive attitudes towards their learning. For example, children are engrossed in a painting activity for an extended period of time. However, the childminder does not consistently extend children's learning. She does not plan regular and purposeful activities to maximise children's learning. The childminder does not always have a clear understanding of what she wants children to learn in order to support their good progress.

p.2

The provision requires improvement

The childminder does not remain vigilant and sometimes fails to respond consistently to children's unwanted behaviour; for example, when they throw a book across the room or paint the wall. The childminder does not teach the children about clear rules and boundaries. This leads to children not knowing what is expected of them.

p.2

need to do better?

n The quality of education is not yet good for all children. The childminder evaluates her practice and recognises that there is some variability in the quality of education. She has plans in place to ensure that the broad curriculum is embedded for all children. n The childminder has prioritised mandatory training, such as first aid, to ensure that children are kept safe. She has identified training and professional development opportunities that she would benefit from. However, she has not yet successfully implemented what she has learned. The childminder has not focused on her ongoing professional development to ensure that her practice continually improves to a good or high level. n Although the childminder completes observations, she does not use them to identify precisely what children need to learn next. She supervises children during their free play but does not consistently extend their learning through

p.2

need to do better?

activities of their choice. Consequently, at times, children are not challenged enough. This hinders the progress that they make. n Children build secure relationships with the childminder. They enjoy a cuddle and ask for what they want if it is out of their reach. The childminder is

p.2

need to do better?

8 November 2022 generally attentive to the children's needs. However, at times, the childminder does not use effective strategies to help children to manage their behaviour and feelings. For example, the childminder gives children whatever they want, when they show signs of frustration. She does not teach children how their behaviour affects others. This impacts on how well children learn to recognise what is right and wrong. n The childminder does not accurately record children's arrival and departure times, which is a statutory requirement. However, the impact is minimal as she knows the children who attend and their approximate time of arrival and departure each day. n Children learn the benefits of drinking water and having a rest. The childminder uses the outdoor area, as well as a local park and soft-play facilities, to support children's physical development. The childminder follows hygiene routines. For

p.2

need to do better?

example, all children wash their hands before meals. However, on occasion, the childminder does not consistently help children to understand the expectations of sitting down while they drink. n Young children explore books and learn the correct way to hold them. They enjoy one-to-one story times, as well as exploring books independently. Children learn new vocabulary and point to the colourful illustrations. The childminder speaks to children calmly and often engages them in quality interactions. This helps children to acquire important communication skills as they become more confident talkers. n Children have opportunities to practise their fine motor skills as they choose to do a painting activity. They also complete puzzles with support from the childminder. The childminder understands that these activities help children to gain strength in their small muscles, which is necessary for future writing.

p.3

need to do better?

n Children are confident in expressing their ideas as they know that they are being listened to by the childminder. This helps them to gain the confidence that they need for future explorations. n The childminder promotes children's knowledge and understanding of the world. Children learn about cultures and beliefs different to their own, as the childminder teaches children about upcoming celebrations, such as Diwali and Christmas. The childminder also takes children for a visit to the local police and fire stations. Children learn about people who help them.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of child protection procedures. She knows what to do if there is a concern about a child or the conduct of any adult living or working on the premises. The childminder uses risk assessment effectively to identify and remove any possible hazards to children. She ensures that the premises are secure so that children cannot leave unsupervised and unwanted visitors cannot gain entry. The childminder supervises children at all times. She holds a current paediatric first-aid certificate.

p.3

Due date

plan and implement a curriculum that consistently provides children with a good level of challenge and support, in order to maximise their learning 08/02/2023

p.4

Due date

engage in professional development opportunities that help to raise the quality of the education to consistently good levels 08/02/2023

p.4

Due date

implement effective strategies to support children's behaviour and help them regulate their feelings 08/02/2023

p.4

Due date

ensure that accurate and current records of attendance for all children are kept up to date. 08/02/2023

p.4

should:

n help children to gain more understanding of practices that support their good health.

p.4

Setting details

Unique reference number EY418690 Local authority Ealing Inspection number 10244693 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 1 Date of previous inspection 13 May 2022

p.5

Information about this early years setting

The childminder registered in 2011. She lives in Greenford, in the London Borough of Ealing. The childminder operates from Monday to Friday, 8am until 5pm, all year round.

p.5

Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The inspector and the childminder completed a learning walk and discussed the childminder's aims and education programme for children. n The inspector held a discussion with the childminder about policies and procedures. n The inspector sampled some of the childminder's documentation.

p.5

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.

p.5

Inspection activities

8 November 2022 8 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.

p.5

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