Mrs Louise Manning

Overall effectiveness Good

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

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The provision is good

The childminder creates a warm and nurturing environment that enables children to develop and grow in confidence. As a result, children are social and chatty with visitors to the setting. The childminder operates from a dedicated playroom she has built in her garden and puts an emphasis on outdoor play. Children have ample opportunities to be physically active as they play in the childminder's well-equipped and spacious outdoor area.

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The provision is good

The childminder is a good role model. She is very calm and relaxed in her approach and speaks to children with sensitivity and kindness. Children learn good manners and to be caring. Older children rush to meet the needs of their younger peers. The childminder is ambitious for children and for what they can achieve. She is skilled at helping children develop their mathematical understanding through planned activities and everyday routines. For instance, when supporting children to learn to share she asks them to consider what equal amounts of the play dough might look like and shows them how to divide it in two.

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The provision is good

Relationships with parents are strong. The childminder ensures she gathers information on children's needs and preferences before they start. As a result, children settle in quickly and soon develop secure attachments to the childminder.

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need to do better?

n Babies receive plenty of cuddles and warm interactions throughout the day. The childminder is skilled at interpreting their emerging speech and babble. She responds to the sounds the babies make and names the objects they show an interest in. This provides them with a firm foundation to develop their language. However, support for children's developing language skills, such as modelling new vocabulary, is less effective for children who show more interest in using wheeled toys or active play outside. n The childminder provides children with home-cooked, nutritious food and snacks throughout the day. Fresh water is always available. Children learn to keep themselves safe and healthy. For example, they can talk about which food is unhealthy and that the police can help them if they get lost. n Stories told to children over lunch are engaging and read with expression. Children show an emerging love of books. Older children discuss their favourite

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need to do better?

books and complete the lines of familiar stories. Babies enjoy handling books in the morning, although there are fewer opportunities to engage with books once activities move outside. n Children's knowledge of mathematics is fostered well. The childminder plans successful activities to help children learn how numbers relate to quantity. Children demonstrate high levels of concentration and focus as they fill

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need to do better?

4 June 2024 numbered cups with the corresponding number of pieces of pasta. n The childminder tracks children's progress carefully and uses this information to provide children with a varied range of learning opportunities that successfully build on their interests. Overall, the childminder has a clear direction for the learning of children at different stages of their development. Her curriculum for mathematics is very well developed. However, the childminder's curriculum for children's learning in literacy is broad and does not specifically identify the knowledge they need to gain. n Children develop their creativity; they comment on the how colours change when they are mixed together. Older children are beginning to represent people in their drawings and write some of the letters in their names. They use their imaginations as they pretend to make ice cream from the coloured rice the childminder has provided for them.

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need to do better?

n The childminder has developed partnerships with the local schools children will transition to. For instance, she has organised for the school reception teacher to visit the setting to meet the children who will be attending in the new school term. Parents report that their children have developed the skills they need to help them be ready for the next stage in their education. n The childminder reflects on her practice and discusses improvements with her co-childminder. She engages in local authority forums and training to ensure that she keeps up to date with changes that impact on her childminding practice.

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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.

p.3

should:

n strengthen the curriculum for literacy and help children to build further on their skills and knowledge n provide further rich opportunities for all children to build on their language and communication during outdoor play.

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Setting details

Unique reference number 147856 Local authority Harrow Inspection number 10260064 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 6 Number of children on roll 15 Date of previous inspection 14 November 2019

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Information about this early years setting

The childminder registered in July 1999. She lives in Pinner, Middlesex. The childminder operates from 7am to 6pm, Monday to Friday, all year round, except for bank holidays and family holidays. She works with a co-childminder. The childminder holds an approved qualification at level 3. The childminder provides funded education for two-, 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. n The inspector viewed the provision and discussed the safety and suitability of the premises. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum.

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Inspection activities

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

4 June 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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