Aka Adou, Mouna

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 Met

p.1

The provision requires improvement

Children settle quickly into the childminder's home, and she is kind and caring towards them. This helps children to feel happy, secure and ready to learn. Children have access to a wide range of resources indoors. However, the curriculum is not sufficiently thought out to ensure that all children make the progress of which they are capable. As a result, children quickly lose focus and become restless. There is too much emphasis on technology providing children with learning opportunities. This gives children an inconsistent message on what healthy choices are. Nonetheless, the childminder promotes other examples of good health practices. For example, children wipe their noses with tissues and wash their hands before mealtimes. Nappy changing is a fun event where the childminder skilfully sings to children to distract them to keep them dry and clean.

p.2

The provision requires improvement

Children enjoy role-play activities, exploring fruits and vegetables. For example, children learn to cut the wooden resources as the childminder models how to use the knife. The childminder counts with children when they place fruit into a bowl, introducing mathematics into their play. Children explore a wide range of resources. However, the childminder does not provide opportunities for children in all areas of learning, such as the exploration of nature. This reduces opportunities for children to appreciate and respect living things.

p.2

need to do better?

n The childminder has good relationships with parents, who share a positive view of the childminder, stating their children are happy. When children start at her setting, the childminder gains information about the child to establish their needs. However, where children attend an additional setting during the week, the childminder does not form a partnership with the additional setting, regardless of the short time they spend there. This does not ensure a consistent approach to children's care and learning and reduces opportunities for children to make sufficient progress. n Occasionally, when older children attend on an ad-hoc basis, the childminder does not record their attendance adequately. This fails to ensure that record- keeping is always robust. Nonetheless, this does not have a significant impact on children's safety or well-being. n The childminder does not ensure that the curriculum is consistently planned to

p.2

need to do better?

support what children need to learn next. For example, when children explore dressing-up dolls, children fleetingly engage before moving on to another activity. The childminder, at times, fails to engage children in meaningful play and learning to build on their imaginations and support their communication and language. n The childminder accesses some training and childminding network opportunities

p.2

need to do better?

23 May 2023 to build on her knowledge and support her practice. However, she does not seek support to provide good-quality teaching for all children, including children with special educational needs and/or disabilities. For instance, she does not consistently promote children's language and narrate their play. This limits children's ability to build on their vocabulary and communication skills. n Children have access to resources in the large garden, such as a swing, scooters and a trampoline, to build on their gross motor skills. However, they have limited opportunities outside to explore the natural world. For example, the childminder does not consider or provide opportunities for children to explore nature. n The childminder does not consistently teach children about different faiths, religions and cultures to support their knowledge of the wider world. This limits opportunities for children to build on what makes them unique and learn about

p.2

need to do better?

the wider community. n The childminder builds warm relationships with children in her care. Children approach her for the comfort of a cuddle of reassurance. They behave well. The childminder models her expectations with a gentle voice and guidance. n Children begin to understand the routines in the setting. They learn how to manage their health. For example, before eating a healthy home-made lunch or snack, children understand that they need to go and wash their hands. They sit at the table for their meals and, with encouragement, they eat their food with cutlery independently. This supports children's self-care development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands the signs and symptoms of abuse and has attended training to extend her knowledge. She knows when she would need to make a referral to professionals to keep children safe from harm. She understands her responsibility to ensure that adequate checks of all people over the age of 16 years who reside in her home are in place. The childminder ensures that she carries out a daily risk assessment, indoors and outdoors, to reduce the likelihood of accidents. She keeps her environment clean. When children are unwell, the childminder makes sure that parents understand her sickness policy to reduce infection spreading in her setting.

p.3

Due date

23 May 2023 implement and maintain a regular two- way flow of information with other settings that children attend to ensure that children's needs are met 21/06/2023

p.3

Due date

ensure that a record is kept of children's attendance and the hours they attend at all times. 21/06/2023

p.4

should:

n develop teaching skills further to make the most of all opportunities to extend children's learning to the highest possible level n provide a consistent curriculum to develop children's communication and language n review and improve opportunities to support children's development and knowledge of the natural world n enhance children's understanding of the wider world and different faiths, religions and cultures.

p.4

Setting details

Unique reference number EY318841 Local authority Ealing Inspection number 10280652 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 6 September 2017

p.5

Information about this early years setting

The childminder registered in 2005. She lives with her family in Northolt, in the London Borough of Ealing. The childminder operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She holds a recognised childcare qualification at level 3.

p.5

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 childminder. n The childminder and inspector carried out a discussion about the curriculum provided. n The inspector spoke with a parent and took their views into account. n The inspector observed interactions between the childminder and children. n The inspector sampled documentation, including insurance, paediatric first-aid and training certificates.

p.5

Inspection activities

23 May 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.

p.5

Inspection activities

23 May 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.

p.6

Inspection activities

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Inspection activities

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p.7

Inspection activities

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Inspection activities

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