Whiter, Amanda Mary

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 settled and happy in the nurturing and homely environment. Children confidently talk to the childminder and her assistants, using their names and enjoying sharing their news. Children enjoy plenty of cuddles. They clearly feel very at ease in the childminder's home. This helps ensure children are ready and confident to begin learning. Children behave typically for their ages. They know what is expected of them, because the childminder follows routines and involves children in them. This helps ensure smooth transitions between routines and activities as well as helping children develop useful independence skills. For example, children know that after 'tidy-up time' there will be singing and stories. They look forward to this and so happily help to put away toys and remember where different resources are stored.

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The provision is good

Children benefit from a curriculum with a strong focus on developing their communication skills. They are encouraged to talk as they play. The easy and encouraging manner of the childminder and assistants supports conversations. This means children have plenty of opportunities to practise their developing language skills. The strong curriculum for communication and language is enhanced further by plenty of stories and songs.

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need to do better?

n Children remember the songs they have learned well. This is because the childminder delivers well-organised singing activities where children regularly revisit songs. Children are extremely confident and happy to join in. They anticipate what words or actions come next and join in with great enthusiasm and confidence. By learning lots of words to songs children are extending their vocabulary and learning about rhyme and rhythm in the spoken word. n The childminder wants all children to achieve to their best. She clearly identifies children who may need some extra help to do so. She confidently approaches other professionals for help, support and extra funding. She then ensures this funding is used to help close gaps in learning .The childminder is especially vigilant about monitoring children's language development, knowing that some children have been negatively impacted by the experiences of national

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need to do better?

lockdowns. n Overall, the support for language development is very effective. However, sometimes when introducing new words to children the childminder does not give children enough information to fully extend their understanding of what these words mean, to build further on children's developing knowledge and understanding. n Children take part in an appropriate mix of child-initiated play and more focused teaching. With the latter, the childminder identifies what she wants children to

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need to do better?

8 December 2022 learn or practise by taking part. However sometimes, in her desire for children to have something tangible to see for their efforts, she focuses more on the 'end result' than on helping children gain the identified skills. n The childminder and assistants are good role models for children. They are polite in their dealings with each other and show by example how to be helpful and consider the needs of others. This leads to children who are learning to be the same things too. n The childminder plans a suitable variety of experiences to help children learn about their own and other cultures. She finds out about the different cultural experiences children bring with them. She uses this knowledge to ensure they all have opportunities to hear stories and learn about times of the year that are important to them and their families. This helps ensure all children feel valued. It also helps children gain a positive view of the diverse world in which they live.

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need to do better?

n The childminder is very committed to doing a good job. She supports her assistants effectively so they can fulfil their roles well. She builds warm and professional partnerships with parents and gives them useful advice. For example, she helps parents understand the importance of starting toilet training in a timely manner. She helps parents understand the potential impact on children's speech of prolonged use of dummies or feeding bottles.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her role in keeping children safe. She ensures her assistants have the training they need. This means that all involved in the care of children are able to recognise and respond to signs that could indicate a child is at risk of harm. Both assistants know how to raise concerns with the childminder and how to refer concerns to other professionals themselves, if the need arises. The childminder ensures her home is a safe environment for the care of children. She deploys her assistants effectively to ensure children are adequately supervised at all times.

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should:

n extend children's understanding of new words more effectively, so they have a deeper understanding of what they mean n focus teaching more on extending children's knowledge or skills during some adult-led activities.

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Setting details

Unique reference number EY418353 Local authority Hillingdon Inspection number 10235472 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 27 Date of previous inspection 22 February 2017

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Information about this early years setting

The childminder registered in 2010 and lives in Eastcote, Hillingdon. She has an appropriate early years qualification at level 4 and works with two assistants. The childminder cares for children all year round from 6.30am to 6.30pm from Monday to Friday, except for family holidays. She offers funded education for children aged two, three and fours years.

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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 her evaluation of the provider. n The childminder spoke with the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder, assistants and children, and evaluated the impact on children's learning. n Parents shared their views and the inspector took these into account. n The inspector held meetings with the childminder and both assistants.

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Inspection activities

8 December 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

8 December 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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