Anna Barbara Sadlej

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 thrive at this welcoming setting. The childminder and her assistant take the time to get to know each child and their family. They speak warmly to children and have good attachments with each child. Children feel safe, secure and ready to learn. The childminder listens to each child and values them. Children behave well and have a good attitude to their learning. The childminder has high expectations for every child. Her curriculum is based around what children know already and what they need to learn next.

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The provision is good

Children enjoy learning about the environment and about what keeps their bodies healthy. Young children sit and learn in a group activity about the range of vegetables that they can eat. They touch, smell and explore a range of vegetables, such as broccoli, leeks, garlic, avocados and butternut squash. They listen as the childminder explains how to cook and eat each vegetable. Children's curiosity grows as they are presented with fruits, such as strawberries, pears, oranges and blueberries. They use their senses and finally taste what they have explored, sharing some words that they have learned.

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need to do better?

n The childminder is ambitious for every child in her setting. She delivers high- quality teaching and care with her assistant. The childminder and her assistant attend regular training in a broad range of subjects so that their practice remains high. They hold daily discussions to ensure that they deliver consistent care and approaches. This ensures that every child reaches their full potential. n The childminder understands her curriculum well. She ensures that children demonstrate a good understanding of what they have learned before she moves on to the next stage of teaching. As a result, children make good progress in their learning. n Children learn to love literacy. They have regular storytelling opportunities. The childminder and her assistant use puppets and props to bring the stories to life, and children listen with intent. Children giggle in delight as they become immersed in the stories that the childminder skilfully reads.

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need to do better?

n Children learn from a young age about routines and structure of the day. They sit and listen to stories. When it is time for snacks or meals, children queue to wash their hands with the support of the childminder. After mealtimes, children enjoy washing the tables down to ensure that they have clean surfaces on which to play. Children begin to wait for their turn and share with their friends. n Children learn about the importance of keeping their bodies healthy. They eat freshly prepared and well-balanced, nutritious meals. They recognise what is healthy food and what is unhealthy. Children take regular exercise within the setting and move their bodies. They learn the importance of keeping their body

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need to do better?

26 September 2023 hydrated with water when they are thirsty. This helps children to understand about good health practices. n Parents speak highly of the childminder. They value the well-thought-out settling-in process, which reassures them that their children are safe and secure. Parents appreciate the childminder's regular communication, which lets them know how their child's day went and the timings of their regular care routines. They understand what their child is learning so they can continue to support them at home. n Children have access to a wide range of high-quality resources and activities. They enjoy making choices in their play. However, occasionally, some children are unable to access resources that interest them due to other activities taking place. This occasionally restricts their play opportunities. n The childminder teaches young children good communication and language skills. Children listen to stories and begin to recall some key words from stories

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need to do better?

they have previously heard. The childminder talks throughout children's play, ensuring that they are exposed to a wide range of vocabulary. Children begin to join in with nursery rhymes and follow some actions with joy. However, occasionally, the childminder does not provide less-confident children with opportunities to process information or respond during their play.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her role and responsibility to keep children safe. She recognises the signs and symptoms of abuse. Where necessary, the childminder knows to whom to make a referral if she has concerns about a child. This keeps children safe from harm. If an allegation is made about her or her assistant, the childminder understands who in the local authority she has to disclose this information to. She risk assesses her setting daily to prevent accidents from occurring. When children go on outings, they wear high-visibility vests. The childminder teaches children good road safety awareness skills.

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should:

n make better use of all learning opportunities to encourage children's play, taking account of their interests n strengthen opportunities to develop all children's language more consistently, including those children who are less confident.

p.3

Setting details

Unique reference number EY464380 Local authority Brent Inspection number 10305445 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 12 Number of children on roll 6 Date of previous inspection 21 February 2018

p.4

Information about this early years setting

The childminder registered in 2013 and lives in the London Borough of Brent. She works with an assistant. The childminder operates all year round, from 8am to 6pm, Monday to Thursday, except for bank holidays and family holidays. She holds an appropriate childminding qualification.

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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 childminder and has taken that into account in their evaluation of the setting. n The chidminder showed the inspector around the premises and discussed how she organises their early years setting, including the aims and rationale for the curriculum. n The inspector observed the interactions between the childminder and children. n The inspector spoke with parents and the assistant during the inspection and took their views into account. n The inspector looked at key documentation.

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Inspection activities

26 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

26 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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