Childminder in Hounslow

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 develop strong emotional attachments with their nurturing childminder. New children to the setting settle quickly and enjoy their time spent there. The childminder ensures that the setting is well resourced with activities based on the children's interests. Children demonstrate good concentration skills when reading stories, playing with puzzles and singing songs.

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The provision is good

The children benefit from a wide range of experiences planned by the childminder. Children have opportunities to learn from professionals in the wider community through visits from dentists and firefighters. This enriches the children's everyday experiences and enhances their understanding of the world around them.

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The provision is good

Children play well together and foster friendships with each other. The childminder models good communication skills and provides effective support to help children to resolve minor disagreements. As a result, children demonstrate mutual respect and good manners.

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The provision is good

Children develop confidence in doing things independently. Older children manage their personal needs well and all children are taught to manage risks when chopping their own fruit during snack time. All children have developed good routines in the setting. This is evident when all children tidy away resources for the next part of the routine.

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need to do better?

n New children settle in well as a result of the childminder working in partnership with parents by using information gathering forms and clear communication. n Children start to make progress with their communication and language as soon as they join the setting. The childminder values the children's home languages by learning key words and phrases, which supports the children's transition. As a result, children and families feel welcomed. n The childminder plans a wide range of learning opportunities that children follow at their own pace. She demonstrates a good understanding of developmental milestones that younger children need to achieve. n Parents note that they 'couldn't be happier' with the provision. They develop a close professional relationship with the childminder. They enjoy receiving regular feedback about their child's development and make contributions to their children's assessments.

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need to do better?

n Children have abundant opportunities to develop friendships and social skills. They go on weekly outings, for instance to the library and playgroup. Children learn to share and take turns. This is modelled well by the childminder. As a result, children demonstrate good manners, saying 'please' to others without

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need to do better?

9 November 2022 being prompted. n The childminder adapts learning to the individual interests of children. The children play with sensory play dough and natural resources collected on a nature walk. The childminder introduces the children to new vocabulary, such as 'roll', 'half' and 'twig'. This supports children to develop their vocabulary. n The childminder models mutual respect for the children in her care. She asks them 'Can I change your nappy?' before doing do. This teaches the children the importance of consent. n Children develop their physical skills through threading, chopping, doing puzzles and messy play activities. Children also have ample opportunity to develop their gross motor skills in a well-equipped outdoor area. Younger children are well supported by the childminder to ensure that all have opportunity to participate in the activities. n The childminder promotes independence skills by involving the children in the

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need to do better?

daily routine. For example, children independently wash their hands at a basin, prepare their own snack and tidy away resources. This allows the children to take ownership of the space they learn and develop in. n The childminder carries out detailed progress checks for children aged between two and three years. She shares this information with the parents and triangulates her assessments with the health visitor where possible. The childminder swiftly identifies where children require additional support. She helps them in the setting by using recommendations from professionals where applicable. n The childminder ensures that she keeps up to date with her professional knowledge by attending safeguarding training sessions offered by the local authority, in order to keep her skills up to date. However, she needs to further develop her understanding of the changes in the early years foundation stage curriculum guidance so that she understands clearly what children need to

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need to do better?

achieve by the end of the early years. n Occasionally, during play activities, the childminder asks closed questions. This, at times, limits how much the children are able to practise the new vocabulary being taught.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to keep children safe. The childminder completes relevant safeguarding training offered by the local authority and online. As a result, she understands the appropriate processes to follow should she have any concerns about the children's welfare. She knows what to do if she suspects a child is persistently absent or if a child showed a change in behaviour. Children are explicitly taught how to keep themselves safe throughout the day. The childminder discusses with the children why they should avoid putting objects in their mouth. The childminder regularly risk assesses her home and any other environment she takes the children, to ensure children remain safe in her care.

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should:

n strengthen the use of open-ended questions to support children to use vocabulary that has been taught n develop an understanding of the learning goals that children need to achieve by the end of the early years.

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Setting details

Unique reference number EY447204 Local authority Hounslow Inspection number 10235787 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 5 Date of previous inspection 30 November 2016

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Information about this early years setting

The childminder registered in 2012. She lives in Feltham, in the London Borough of Hounslow. The provision operates Monday to Wednesday, from 7.30am to 5.30pm, all year round.

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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 provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector spoke to children to find out about their time at the setting. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

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Inspection activities

9 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

9 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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