Childminder in Brent

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 enjoy their time with the childminder. They have wonderful relationships with the childminder. Children feel safe and happy. This helps them make good progress in their learning and development. The childminder knows children very well, and she is caring and nurturing. Children develop very close, trusting attachments with the childminder.

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The provision is good

The childminder has high expectations for children's behaviour and is a good role model. Children's attitudes towards learning and their behaviour are good. Children make good progress in their communication and language development. This is because the childminder consistently promotes children's listening and communication development for all age groups. An example of this is sharing different stories, songs and rhymes throughout the day. Children become familiar with the story's themes and characters and develop good language skills.

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The provision is good

The childminder ensures that children have good opportunities to get to know their local area and socialise with other children. Children spend a great deal of time outside in local parks, going to the shops and visits to the library. Children are well supported to understand the diverse world they live in. The childminder teaches children to have consideration for others and to respect each other's differences.

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need to do better?

n The childminder finds out from parents about their children's interests and abilities before they start. She uses this information to plan for children's individual learning. The childminder tracks the progress of each child and provides targeted support to help children learn well. Children make good progress in relation to their individual starting points. n The childminder engages in constant conversation with children about their play. She asks them questions and helps them build on their vocabulary. For example, when reading the book 'Where is Spot?', young children repeat new words, such as 'wardrobe' and recognise simple letters as they play. This helps children develop good language and literacy skills. n The childminder skilfully weaves mathematics throughout children's play. For example, young children build impressive towers using blocks and count the blocks confidently from one to seven. Furthermore, young children name the

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need to do better?

colours and names of irregular wooden shapes, such as 'pentagon', as they enjoy exploring a range of resources which encourage problem solving. Children are developing the skills they need to make the most of their future learning. n Children enjoy a healthy lifestyle and develop a secure understanding of good procedures for personal hygiene. They are encouraged to bring in balanced and nutritious packed lunches. The childminder provides them with water, fruit and

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need to do better?

20 March 2023 vegetables for their snacks. Children develop a good sense of belonging. They hang up their coats on pegs and independently choose toys from low units to play with. Children have valuable one-to-one support and turn to the childminder for cuddles and reassurance. This helps to further support children's confidence and self-esteem. n The childminder is a good role model. She is kind and remains calm when talking to young children. The good relationships between the childminder and the children reflect a positive and respectful culture. This has positive impact on their personal, social and emotional development. n Overall, children demonstrate high levels of engagement as they play. They excitedly involve themselves in activities and actively explore. For example, children build on their muscle skills well as they squeeze, mould and pull play dough. They ride on cars and use the slide and balancing equipment for long

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need to do better?

periods of time. However, at times, the childminder introduces further resources prematurely. This does not help children to stay engaged, develop their ideas and carry on leading their own play. n The childminder works very well in partnership with parents. Parents receive useful information and are encouraged to share their children's interests and events from home. Parents praise the childminder's practice and the regular feedback they receive about their children's daily routines. n The childminder has completed a range of recent mandatory training courses. However, she has not yet developed an ambitious plan, aimed at achieving the highest teaching practice in order to continually improve his professional knowledge.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to protect children. She knows the signs that may indicate a child could be at risk of harm and how to report any concerns about children's welfare. The childminder is aware of safeguarding matters, such as the 'Prevent' duty and female genital mutilation. The childminder completes ongoing risk assessments to help her provide a safe environment for children, both in her home and on outings. She teaches children to keep themselves safe indoors and outdoors.

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should:

n provide children with adequate time to explore resources before introducing more, to support them to build on their ideas and lead their own learning n identify professional development opportunities to further enhance existing good knowledge and teaching.

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Setting details

Unique reference number EY299602 Local authority Brent Inspection number 10263036 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 3 Date of previous inspection 18 April 2017

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Information about this early years setting

The childminder registered in 2016. She lives in Wembley in the London Borough of Brent. She operates between 8am and 6pm, Monday to Friday, throughout the year, apart from bank and family holidays.

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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 setting. n The childminder and the inspector discussed how the childminder organises their early years provision. n The inspector observed the interaction between children and the childminder and spoke with them at appropriate times during the inspection. n The inspector spoke to parents to seek their views on the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the quality of education provided and conducted a joint observation to assess the impact this has on children's learning.

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Inspection activities

20 March 2023 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

20 March 2023 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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