Childminder in Hillingdon

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 happily engage in play in this welcoming childminder's home. The childminder is warm, patient and encouraging with the children. Children display confidence in the learning environment. This helps children to feel safe and secure, ready to begin their learning. The childminder is a positive role model, and children learn her expectations from an early age. Older and younger children play cooperatively together and take turns in their play. For example, children experiment with different-coloured paints in the foam tray. They show delight as they create new colours from two paints that they pour and mix together. They have a good attitude to learning. Children are kind to one another, and they help each other in play and remind each other of the rules. Minor disagreements are swiftly managed by the childminder, which reduces the likelihood of escalation of poor behaviour. Children learn about the impact of their actions and behave very

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The provision is good

The childminder has high expectations for every child to succeed. Her curriculum is broad and well balanced. Activities are engaging and child centred. Children enjoy trips to the library, the park and museums. This helps children extend their learning and follow their interests. The childminder uses the settling-in process, when children start in her setting, to find out about each child. This helps to establish children's likes and dislikes and what interests them. The childminder uses this information to plan activities so that children can quickly engage in learning. Children make good progress from their starting points.

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need to do better?

n The childminder promotes children's language well. During play, the childminder models words and phrases with children. As children prepare for a science activity, the childminder gives children choices by using visual cards, so they can understand the outcome. Children repeat back new words that they have heard, such as 'pipette' and 'tube', which extends their vocabulary. They are confident communicators. n Children demonstrate their love of books and storytelling. Children approach the childminder, asking her to 'read it'. They display excitement when hearing back familiar stories. Children help the childminder to carefully turn the pages as they eagerly wait to hear the next part of the story. The childminder brings stories to life further by using finger puppets and changing her voice and tone. The children laugh with joy and repeat back words. n Children's self-help skills are promoted well. Children learn to take an apron on

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need to do better?

and off during messy play. The childminder encourages children to keep trying when they struggle, which helps children to build their resilience. Children understand the routine to wash their hands after messy play and after using the

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need to do better?

25 January 2024 bathroom. Children learn to use cutlery at mealtimes, and they are encouraged to use cups independently to drink their water. n Children build good physical skills as they play. They use their hands to manipulate small parts, building their finger muscles. This helps to prepare children for early writing skills. They begin to use tools with precision, such as pouring coloured water into small tubes. When playing outside, they run and jump. They move their bodies as they dance to action songs. n Children are learning about the world around them. They go for regular walks and trips. They learn about animals and their habitats. The childminder talks to children about the environment around them as they explore with curiosity. The childminder follows children's interest in transport and takes children to transport museums. This thrills and engages children and extends their knowledge. n The childminder evaluates her practice regularly so that she can provide a safe,

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need to do better?

nurturing and exciting play environment for children. She attends regular training on a wide range of subjects to motivate herself and make continual improvements. Children benefit from the training that the childminder attends, as she adapts her approaches to teaching. n Parents speak highly of the childminder, who they say is attentive and nurturing to the children. They appreciate the regular communication about their children's daily care routine and what they do each day. They say that the settling-in process helps to reassure them that their children are safe and happy at this setting. They say that their children are thriving and making good progress. n The childminder introduces children to mathematics through numbers. Resources have numbers that the childminder talks about during play. However, children have limited discussions about quantities, measure and shapes.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n make better use of opportunities to extend children's mathematical skills and language.

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Setting details

Unique reference number EY491466 Local authority Hillingdon Inspection number 10301251 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 5 Number of children on roll 4 Date of previous inspection 29 January 2018

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Information about this early years setting

The childminder registered in 2015. She lives in the London Borough of Hillingdon. The childminder operates all year round, from 8am to 4pm, Monday to Thursday. She provides funded early education for three- and four-year-old children.

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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 provider. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The children spoke to the inspector during the inspection. n The inspector observed interactions between the childminder and the children. n The inspector spoke to a parent and viewed parents' feedback and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

25 January 2024 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

25 January 2024 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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