Childminder in Brent

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 benefit from the childminder's high expectations for what they can achieve. Younger children are extremely inquisitive. They actively explore, investigate and learn how things work within the safe and well-resourced environment. Children have tremendous fun with the childminder and her assistant as they play and learn. The childminder inspires children to have a growing sense of awe and wonder. For instance, children learn how plants and flowers grow in the greenhouse in the garden and take home the fruit and vegetables that they have grown themselves.

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The provision is good

The children make good progress through effective interactions with the childminder and her assistant. Children are very happy, settled and independent. They radiate confidence in a safe and secure environment and they form a close bond with the adults. The childminder and her assistant have a good understanding of how young children learn. They apply this skilfully to their decisions about what to teach the children. Children learn to be persistent in their activities, such as using plastic knives safely when cutting up the fruit for their snack.

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The provision is good

The childminder manages children's behaviour well. She has conversations with them about the importance of sharing, taking turns and being kind. Children receive lots of praise for their efforts, which helps them to try harder next time. The childminder supports children to develop their independence as they learn to put their own shoes and coats on before going out. Children manage their self- care. For example, they wash their hands at appropriate times. The childminder uses information from parents, alongside focused observations and assessments, to create an engaging learning environment, both indoors and outdoors.

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need to do better?

n Partnerships with parents are strong. Many children and families have remained with the childminder for some time. The childminder knows families very well, and they keep in contact even as they grow older. She keeps parents well informed of children's progress and offers ideas for learning in the home. Parents speak warmly of the childminder's emotional support for them and 'home from home' feeling. n The childminder has developed an ambitious curriculum for the children who attend. She gathers useful information when children start at her setting. She uses this to sequence their learning. All the adults know the children well. They can talk about what they can do, what they want them to learn, how they will do this and why. However, the curriculum does not fully include opportunities for the children and their families to learn and understand about the risks when using digital technology, and where to get support if they need it.

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need to do better?

28 June 2024 n The childminder provides a language-rich environment, where children continually build and extend their vocabulary through stories, songs and discussion. They giggle and sings along to songs, actively joining in to the actions, watching intently for what they need to do next and excitedly shouting out 'pop', at the end of the bubble song. They share 'high fives' with the adults when they successfully identify and match the correct phonic sound to the letter. They display good fine motor physical development skills when balancing bricks to form towers, as well many opportunities to develop their gross motor skills in the well-resourced garden, sliding, climbing and wriggling. n Children learn new words and explore meaning during play as the adults understand what the children know. They can talk about their progress and learning with confidence. Children's early communication skills, especially for

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need to do better?

those children who speak other languages, are well supported. n Children have healthy, nutritious meals. They are encouraged to try new tastes and textures. The childminder uses the opportunity to support learning. They notice shape, form, texture and smell of the strawberries and callaloo that they grow. Children are curious, explorative and focused throughout the activity. n Children have some opportunities to learn about, understand and respect the similarities and differences between themselves and other people, and recently they celebrated the Muslim festival of Eid. They identify with the stories from the Caribbean and other cultures from the book 'Children Just Like Me', which helps children to learn about valuing and respecting special moments within their own lives, and those of others. n The childminder works hard to maintain quality and develop her own and her assistant's practice. However, most recently, she has not always been able to

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need to do better?

seek out new training and therefore respond quickly to changes and updates in the sector.

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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 read, review and reflect on the latest changes and updates within the early years foundation stage sector to further improve the service she provides n extend children's personal development by including opportunities for them and their families to begin to understand the risks when using digital technology.

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Setting details

Unique reference number 504476 Local authority Brent Inspection number 10351404 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 3 Number of children on roll 3 Date of previous inspection 4 September 2018

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Information about this early years setting

The childminder registered in 1994 and lives in the London Borough of Brent. She operates throughout most of the year, all day, Monday to Friday. She works with one assistant. Both have relevant early years qualifications. The childminder provides funded early education for two- and three-year-old children.

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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 observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector spoke to the parents during the inspection and sought their views. n Relevant documentation was available for inspection, including policies and procedures, first-aid qualifications and suitability checks. n The childminder and the inspector carried out a learning walk together. The childminder showed the inspector around the areas of her home that children access. They discussed how the childminder organises her setting, plans activities for children and keeps them safe. n The inspector held discussions with the childminder, her assistant and the children throughout the inspection.

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Inspection activities

28 June 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

28 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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