Childminder in Ealing

Overall effectiveness Good

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

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The provision is good

On arrival, children select resources that the childminder provides to link to their interests. For example, children who enjoy cars and trucks roll them across the floor before lining them up in categories by size or colour. Children play alongside each other before coming together to enjoy a range of activities planned by the childminder and supported by her assistant. Since the COVID-19 pandemic, the childminder has recognised that some children who are settling into her care require additional support. She has adapted her curriculum to focus on the prime areas of development and, in particular, to support children's speech, language and social interactions. The childminder is very active in supporting children with emerging special educational needs and/or disabilities. She seeks parental consent and uses local procedures to make swift referrals to external professionals.

p.2

The provision is good

Children form warm relationships with the childminder. They understand the expected rules for hygiene. For instance, when children arrive, they remove their shoes before coming into the playroom. For children who find times of change challenging, the childminder uses pictures or signs along with speech to support their transitions. Children's behaviour is good as the childminder is consistent with her requests, giving children time to think and respond.

p.2

need to do better?

n The childminder gives children a running commentary on what they are doing. She encourages children who can speak to 'use their words'. The childminder repeats and extends sounds and words after children have used them. However, on occasion, children have reduced opportunities to develop back-and-forth interactions as the childminder and her assistant ask questions that require single-word answers. n The childminder plans effectively. She arranges each day to include structured adult-led activities and opportunities for children to choose their own play. Children recognise physical cues. For example, when the childminder gets mats out, children sit down in preparation for the music to start for singing. However, not all routines are as well embedded. For example, some children sit down in preparation for lunch, while other children who require additional help are supported with the transition and following the routine. Children, having to wait,

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need to do better?

begin to lose interest in the mealtime. n The childminder ensures that her curriculum is challenging and enables children to build on what they know and can do. She uses observations and assessments to plan activities that fully support children to make good progress. The childminder, with parental consent, uses local procedures to swiftly refer children to speech and language therapy if there is a delay in a child's language development. She uses progress checks and works in partnership with parents

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need to do better?

5 September 2023 and healthcare professionals to identify where children may require extra support. n The childminder is committed to promoting respectful behaviour. She values children's use of good manners. The childminder supports children to learn that they are all diverse and individual and that they should be kind to one another. She discusses the importance of building relationships. She supports children to be able to talk about their feelings and learn about how their behaviour impacts on others. n Parents praise the childminder. They say they are kept up to date about their child's learning. The childminder provides books and ideas for activities that parents can use to support their child's learning at home. Parents comment that their child loves to attend every day. The childminder finds out about children's starting points in development from parents. She uses children's likes and interests to support them to settle into her care.

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need to do better?

n Since her last inspection, the childminder has made links with the local authority's early years advisers to support the evaluation and development of her practice. She has attended a wide range of training, including safeguarding, to improve her professional development. n The childminder adheres to safer recruitment and offers her assistant induction and supervision sessions to identify areas of development. She successfully coaches her assistant to enhance practice and to ensure that the quality of education for all children is consistently good.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a suitable understanding of safeguarding. They identify a range of different signs and symptoms of abuse, including the 'Prevent' duty. The childminder and her assistant have a secure understanding of the steps they should take to keep children safe from harm. This includes getting advice and making referrals to those with statutory responsibility. The childminder knows the steps she should take if an allegation is made against herself or her assistant. She completes daily health and safety checks and completes risk assessments to ensure that children remain safe.

p.3

should:

n develop children's communication by asking questions that support back-and- forth conversations n review the organisation of routine activities to help all children remain fully focused and highly engaged in their learning.

p.3

Setting details

Unique reference number EY460172 Local authority Ealing Inspection number 10293100 Type of provision Childminder

p.4

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 6 Date of previous inspection 19 April 2023

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Information about this early years setting

The childminder registered in 2013 and lives in Acton, in the London Borough of Ealing. She operates all year round, from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant level 3 childcare qualification.

p.4

Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector carried out observations of the interactions between the childminder and children. n The inspector observed children in the setting and the quality of the curriculum on offer. n A parent spoke to the inspector, and evaluation forms were viewed to seek parents' views. n The inspector spoke to the childminder and her assistant at appropriate times during the inspection. n Documents were scrutinised by the inspector.

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Inspection activities

5 September 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

5 September 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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