Childminder in Ealing

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 build strong bonds with the childminder, who is kind and caring. They arrive eager to participate in a variety of stimulating activities tailored to their individual needs and interests. Children are familiar with the routine. They have good levels of awareness and confidence to select play activities that interest them. Children play for long periods of time for their age. They are engaged in stimulating activities that promote their overall development. Children learn to be independent in preparation for school. They use cutlery and put on their own coats and shoes. The childminder praises children on their achievements and reminds them to use good manners. Children's behaviour is good. They listen and respond well to the childminder's gentle guidance and instructions. For example, children eagerly help to tidy up.

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The provision is good

The childminder is skilful in her planning, preparation and assessment of children's development and progress. She is aware of the required assessments to undertake and to include parents in these. The childminder gathers detailed information about children's development at the time of them starting. In addition, she uses her ongoing observations of children's progress to deliver a varied range of learning, indoors and outdoors. Overall, children make good progress in their language development, including children who speak English as an additional language.

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need to do better?

n The childminder teaches children early mathematical concepts. For example, children line up small toy train engines and count them accurately, developing an understanding of numbers. They also learn to identify the colour, shape and size. n The childminder plans exciting and adventurous opportunities for children to explore the wider world. She takes them to visit various local parks and to stay- and-play sessions each week. These frequent opportunities help to enhance children's interactions with others and encourage them to build new relationships. n Children show a love for the outdoors, and the childminder discusses the importance of this in her curriculum. Children have good opportunities to develop their fine and gross motor skills, which they regularly practise. They develop small-muscle skills as they manoeuvre small toys and vehicles. They enjoy throwing and catching games with the childminder. This helps to enhance

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need to do better?

their hand-eye coordination. n The childminder supports children to develop a 'can-do' attitude. She offers them lots of praise and encouragement during activities to inspire them to keep on trying, even when they face challenges. The childminder praises children's efforts and patiently demonstrates how to fit shapes inside the shape sorter when young children become frustrated and attempt to move away from an

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need to do better?

3 July 2024 activity. n The childminder teaches the children to respect others and develops their understanding of other cultures and their beliefs. They take part in key cultural celebrations, helping them understand the community and the world they live in. n The childminder promotes children's healthy lifestyles. She reminds them to drink their water to keep themselves hydrated. The childminder encourages children to regularly wash their hands. She teaches children about the importance of good oral health. Children listen to stories about going to the dentist, and they learn to brush their teeth. n Parents feel their children are safe and secure in the childminder's care. They have regular opportunities to discuss their child's development and how to support their learning at home. The childminder has developed effective relationships with all parents, who speak about the positive impact she has had

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need to do better?

on their children. They say the childminder's 'kindness, patience and expertise' have made a lasting impact on their children and families. This shows that parental partnerships are effective. n The childminder ensures that statutory training is completed. She reflects on her practice and meets with other childminders to share good ideas to improve children's learning. However, the childminder is insufficiently precise in identifying professional development that will help to improve her good teaching to the highest level. n The childminder understands the importance of communication and language development for young children. For example, she talks clearly and slowly, commenting throughout children's activities. However, at times, the childminder does not fully think through how she can further develop children's thinking and language during adult-led activities, such as when reading a story and introducing new vocabulary.

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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 develop interactions with children further, to extend children's vocabulary and thinking skills n seek professional development opportunities to raise the quality of teaching to consistently high levels.

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Setting details

Unique reference number 117938 Local authority Ealing Inspection number 10351419 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 4 Date of previous inspection 5 September 2018

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Information about this early years setting

The childminder registered in 1993. She lives in Ealing, in the London Borough of Ealing. The childminder works on weekdays, from 7.45am to 6.30pm, all year round.

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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 childminder. n The childminder took the inspector on a learning walk and explained what she wants the children to learn. n Children communicated with the inspector during the inspection. n The inspector viewed written feedback from parents and took account of their views. n The childminder provided the inspector with key documentation, such as her paediatric first-aid certificate and the safeguarding procedures, on request. n The inspector observed activities and assessed the impact these had on children's learning. The childminder and the inspector discussed the childminder's intentions for children's learning.

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Inspection activities

3 July 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

3 July 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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