Bartkowska, Magdalena Monika

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

The childminder forms strong bonds with children in her setting. She gives children a warm and kind welcome, which helps them to feel happy, safe and secure. As children arrive, they settle quickly with the childminder and her assistant. Children are excited to see their peers and form strong friendships. The childminder encourages children to sing songs and rhymes. Children sing 'Old Macdonald had a Farm' as they play with farm animals and identity the animals, name them and make sounds. They are proud with the praise they receive from the childminder and her assistant.

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The provision is good

The childminder plans her curriculum around children's individual needs. She supports children with their understanding and use of spoken English, as all of the children who currently attend speak English as an additional language. The childminder and her assistant gather information from parents and use vocabulary in children's home languages to help them to express their needs. As a result, all children make very good progress. Children sing nursery rhymes in English and Polish throughout the day. While reading stories in English and Polish, the childminder and her assistant translate words into English to support children's understanding and speaking skills.

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need to do better?

n The childminder knows the next stages in children's development well. For instance, when she recognises that children can name some two-dimensional shapes, she plans activities that develop children's identification of shapes in the environment to extend their learning further. The childminder plans a well- sequenced curriculum which extends children's knowledge. n Most children understand the routines well in the setting. Consequently, they undertake personal care tasks independently. Children tell the childminder when they want to use the toilet or need to be changed. Most children transition well between activities and are quick to follow hygiene routines before eating. However, younger children need more reminders continuously, as the childminder has not considered how she can develop their understanding of changes in routines further. n Children behave well and, overall, respond well to the instructions given by the

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need to do better?

childminder and her assistant. They maintain focus for long periods of time at their chosen activities and play collaboratively with their peers. The childminder encourages children to take turns in small-group activities. She models this during a planned mathematics activity. When children do not take turns, the childminder talks to children about emotions, respect and kindness. As a result, children correct their behaviour swiftly. n The childminder develops children's physical skills inside and outdoors. She plans

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need to do better?

9 February 2024 group activities that develop children's muscle strength and coordination. Children are excited and eager to join in with dance routines, which are familiar to them. They are keen to go for a walk in the rain and can identify the clothing they need during the rain. The childminder encourages children to practise fast walking, running, jumping and hopping in a local and secure green space. n The childminder prepares healthy snacks and meals for children. She supervises children throughout mealtimes. The childminder and her assistant talk to children about the foods they eat at home and children identify some of the similarities and differences. Children talk about why they need to drink water to keep hydrated. This contributes to children's understanding of healthy habits for life. n Parent partnership is strong. Parents feel supported by the childminder and her assistant. The childminder shares information about children's progress and next

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need to do better?

steps in learning. Parents say the input from the childminder when she completes the written progress check when their children are aged between two and three years is helpful. They can raise concerns and ask for support at any time. n The childminder and her assistant reflect and evaluate on their planning of the curriculum and the outcome on children each week. They complete all mandatory training together. The childminder identifies opportunities and requirements for additional training. She discusses her assistant's well-being needs and workload regularly. n Children speak positively about their favourite activities. They are keen to share their achievements with the childminder and her assistant. However, at times, the childminder and her assistant spend more time talking to the children who are more chatty. As a result, children who are less confident or have less language lose interest.

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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 support younger children's understanding of instructions and routines further n provide more opportunities for less confident children to contribute and share their ideas during small-group activities.

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Setting details

Unique reference number EY389591 Local authority Ealing Inspection number 10312034 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 11 Date of previous inspection 18 April 2018

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Information about this early years setting

The childminder registered in 2009 and lives in Greenford, in the London Borough of Ealing. She works with an assistant. The childminder operates during term time, from 9.30am to 3pm, Monday to Friday. She receives funding to provide early education to children aged two, three and four years.

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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 childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years setting, including the aims and rationale for the curriculum. n The inspector observed the interactions between the childminder, her assistant and children. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

9 February 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

9 February 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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