Childminder in Ealing

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Met

p.1

The provision requires improvement

The childminder builds warm relationships with children and families; they are happy as she welcomes them into her home. Children are keen to involve the childminder in their play. However, at times, she does not consider how her actions may impact on children's well-being. There are occasions when she moves them away from activities they are interested in to take part in an activity of her choosing; she does not always recognise when they lose interest. Children enjoy some of the activities on offer. However, the childminder does not have a full understanding of the learning and development requirements to enable her to plan effectively. She plans activities and outings without a clear purpose of how it will build on children's knowledge and skills. This limits the progress children can make.

p.2

The provision requires improvement

The childminder shows an understanding of her role in promoting children's health. For example, she communicates with children on how to keep themselves safe and how to prevent germs from spreading. The childminder is clear on her behavioural expectations and children behave well. She addresses children's challenging behaviour. However, without incidences of unwanted behaviour, the childminder cannot explain age-appropriate ways to help children to manage their own feelings and behaviour.

p.2

need to do better?

n The childminder takes her time to get to know children through their families when they start in her care. She asks the parents about what children already know and can do. However, she is unable to demonstrate she has sufficient knowledge of all areas of children's development. For example, she cannot identify what areas of development are required to be reported on when completing the progress check at age two. This means ongoing assessments are not as effective as they could be in identifying areas of development that children may need support with next. n Parents comment on how the childminder keeps them informed by sending photos of activities for that day. They appreciate updates of how their child's speech is progressing. However, the childminder does not consistently keep parents up to date with progress in all areas. This does not help parents to support their child's learning fully at home.

p.2

need to do better?

n The childminder recognises she is unable to use her garden at present. She regularly takes children on outings, as she understands the importance of children having access to outdoors, including to soft play. However, the childminder does not consider how these outings can extend children's learning. She shares that she wants children to have fun and play with others, but is not able to plan outings to further children's skills in all areas of development. n Although children make some progress, it is not yet as rapid as it could be. The

p.2

need to do better?

12 June 2024 childminder does not always follow children's own ideas, which at times interrupts their learning. However, some tasks that children complete do help them to develop their concentration skills. For example, children show how they can focus and fit puzzle pieces together. n The childminder teaches children to use good manners and praises their efforts. However, she does not consistently role model positive behaviour. At times, she interrupts children's experiences by taking their attention away. For example, she brings children towards her so she knows they are listening or for a cuddle even though they show interest elsewhere. This does not support children to build positive and respectful relationships with others. n Children enjoy reading books with the childminder. They snuggle with her and show a keen interest as they look at the pages. The childminder introduces some language of size and feelings. This helps children to develop mathematics

p.2

need to do better?

vocabulary and begin to identify emotions. There are times, however, when the childminder does not recognise how children are feeling, so she is unable to support them consistently. As a result, children learn about their emotions but not how to manage them.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

Due date

improve knowledge of all areas of learning to effectively plan and assess children correctly, including the progress check at age two 05/07/2024

p.3

Due date

implement strategies to promote positive behaviour and be able to consistently identify and support children with their feelings. 05/07/2024

p.3

should:

n provide more information to parents about their child's development in all areas

p.3

should:

12 June 2024 of learning and of how they can support this at home.

p.3

Setting details

Unique reference number EY408439 Local authority Ealing Inspection number 10347027 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection 30 August 2018

p.5

Information about this early years setting

The childminder registered in 2010. She lives in Central Acton, Ealing. She operates from 8am to 6pm each weekday, throughout the year.

p.5

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 showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector spoke with the childminder about the leadership and management of the setting. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector.

p.5

Inspection activities

12 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

12 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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