Childminder in Hounslow

Overall effectiveness Good

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

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The provision is good

Children thrive in this warm and nurturing environment. The childminder and assistants form warm relationships with children. They interact with children in calm, engaging tones. Adults get down to the children's level and listen carefully to what they say, demonstrating to children that their views are important to them.

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The provision is good

The childminder plans an interesting and engaging programme of learning. She considers how to use children's interests to support them to make progress in their learning. For example, children show an interest in spiders, so the childminder supports them to develop their skills using scissors as they make cardboard spiders. This helps children to make good progress while enjoying their learning.

p.2

The provision is good

The childminder and assistants model positive and respectful interactions between them. They say 'please' and 'thank you' and speak warmly and calmly to each other and the children. This helps children to understand positive interactions, giving them skills to form relationships with their peers.

p.2

The provision is good

The childminder supports children to learn to keep themselves safe. She clearly explains road safety as they cross the road together. When the childminder helps children with intimate care, she explains clearly to children what she is doing and why. This helps children to have autonomy over their body.

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need to do better?

n Since the last inspection, the childminder has made positive changes to many aspects of the setting, including hygiene practices and sleeping arrangements. The childminder has worked closely with the local authority and attended regular training to support with this. The childminder now has a good understanding of the strengths and areas for development in the setting. n The childminder supports children to develop their communication and language very well. She talks to children constantly throughout the day about what they are doing or experiencing. The childminder and assistants use a wide range of rich vocabulary as they talk to children. For example, they go for a walk and talk to the children about everything they see, such as the 'massive' trees. This helps children to learn and use new words. n The childminder supports children to learn about how to care for their environment. She teaches children to use their senses to appreciate nature

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need to do better?

around them. For example, children listen to the sound of the leaves under their feet. They look closely at spider's webs and minibeasts. The childminder teaches children to care for animals, talking about how they have to be very careful with worms to make sure they do not hurt them. n The childminder and assistants regularly refer back to previous learning as

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need to do better?

30 October 2024 children play and learn. For example, the childminder and children enjoy growing vegetables together, which they use in cooking. When they examine how the vegetables are growing, the childminder refers back to apples that they grew and enjoyed eating. This helps children to remember what plants need to grow. Referring back to previous learning in this way helps children to relate what they are doing to knowledge that they already have. n On occasion, the way that the childminder teaches early literacy can be confusing for children. For example, she often uses the alphabetical names of letters rather than the phonetic sound that they make. This does not support the way that children learn phonics at school. n The childminder supports children to develop their independence. She gives children plenty of time to do things independently. For example, when children ask for help cutting, the childminder encourages children to do it themselves and

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need to do better?

supports them with this. This helps children to persevere through difficulties and feel pride in their achievements. n The childminder builds strong partnerships with parent. She feeds back to parents every day about what children have been doing at the setting. Parents consistently comment that they appreciate the warmth of the childminder and the progress that children make at the setting. n The childminder supports children with special educational needs and/or disabilities (SEND) well. She works closely with external professionals to identify and support children with SEND. The childminder uses strategies recommended by these professionals. This helps children to make good progress on their individual learning journeys.

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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 improve understanding of supporting children's early literacy skills.

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Setting details

Unique reference number EY438910 Local authority Hounslow Inspection number 10361411 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 9 Date of previous inspection 4 June 2024

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Information about this early years setting

The childminder registered in 2012. She lives in Hounslow, in the London Borough of Hounslow. The childminder works with assistants. The childminder operates for most of the year, from 6.30am to 7pm. She also offers occasional overnight and weekend care. The childminder has a relevant childcare qualification at level 3 and has completed an early years professional development programme.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. 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. n The inspector spoke to children to find out about their time at the setting. 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.

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Inspection activities

30 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

30 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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