Reeve, Julie

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

p.1

The provision is good

Children enjoy and benefit from a warm and welcoming home-from-home environment. They have a very close bond with this experienced childminder. Children develop a love of books. They excitedly share books with the childminder and retell their favourite familiar story. The childminder skilfully supports children's communication and language. She models language and she repeats words clearly so that children hear the correct pronunciation and introduces new words as they play. She uses effective questions and allows children time to think then respond. This helps to develop children's critical thinking skills.

p.2

The provision is good

The childminder supports children to understand their feelings and emotions well. For example, she sits with very young children to model good play skills, such as taking turns and listening to one another. This promotes their good behaviour and happiness.

p.2

The provision is good

The childminder sometimes works with an assistant. They plan outings based on children's interests. Children thoroughly enjoy going on these trips within their local community and beyond. They confidently talk about the animals they have seen on a trip to the local zoo. Children enjoy attending community groups and socialising with peers. This helps to create new friendships, build confidence and valuable social skills.

p.2

need to do better?

n The childminder has clear expectations of what she wants children to learn and how this progresses their learning. She understands her responsibility to observe and monitor children's development. For example, she completes the progress check at age two to identify any gaps in children's learning. The childminder knows to refer any developmental concerns to the relevant agencies and to signpost parents to local services. This ensures that children with special educational needs and/or disabilities and their families get the additional support that they need. n The childminder knows the children well. She knows their interests, their stage of development and what she would like them to achieve. However, at times, the curriculum is not consistently sequenced to help children consolidate and build on what they can already do. Sometimes, this means the focus of planned activities becomes too broad, rather than practising and celebrating the

p.2

need to do better?

individual skills that children have. n The childminder knows individual children well. She plans activities that take into consideration their interests and learning styles. Highly inquisitive children have ample opportunity to enhance their learning outdoors. They build their concentration and focus as they spend a great length of time exploring the sand

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need to do better?

2 October 2024 and making moulds outdoors. n The good health of children is given priority. Mealtimes are real social occasions. The childminder supervises children well at mealtimes and has secure knowledge of allergy management. However, at times, children's learning is affected by the television being on. They lose focus in their conversations as they stop to briefly watch the television. n The childminder provides children with clear boundaries and guidance to support positive behaviour. This helps children to behave well. Children demonstrate kindness towards each other. Older children readily share resources when younger children join in with their play. n The childminder and her assistant work closely together to evaluate their practice. They ensure that required training, such as safeguarding and paediatric first aid, is completed on a regular basis. Although the childminder reflects on her practice, she does not always target professional development opportunities

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need to do better?

to raise her knowledge of teaching and learning to an even higher level. n The childminder helps children to understand and follow daily routines. For example, children are taught to wash their hands after playing outdoors to promote their health and hygiene. The childminder gives children time to develop essential skills at their own pace, such as supporting them to count to help children understand how long to wash their hands for. n Partnership working with parents is strong. Parents state that the childminder and her assistant have establish caring bonds with both them and their children. They praise the care given and discuss how daily feedback, such as photos and conversations, help share information on their children's day and learning.

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

should:

n enhance planning to consider fully the individual needs of each child so activities are matched precisely to their specific learning requirements n reduce background noise, such as from the television, to strengthen children's engagement in their learning n seek further ways to identify professional development opportunities that focus on developing a deeper knowledge and understanding of teaching and learning.

p.3

Setting details

Unique reference number 117953 Local authority Ealing Inspection number 10359756 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection 3 December 2018

p.4

Information about this early years setting

The childminder registered in 1999 and lives in Northolt in the London Borough of Ealing. The childminder operates all year round, from 7.30am until 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder offers government funded places for childcare. A childminding assistant works regularly with the childminder.

p.4

Inspection activities

n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed the interactions between the childminder, her assistant and children. n The inspector observed the interactions between staff and children throughout the day and evaluated the impact on children's learning. n The inspector held discussions with the childminder and children at appropriate times during the inspection. n The views of parents were considered by the inspector. n The inspector reviewed relevant documentation, including evidence of the suitability of those living and working in the household.

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Inspection activities

2 October 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

2 October 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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