Sotiriou, Sarah Vicki

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 are greeted with a warm welcome at the childminder's home. The childminder and her staff are kind and nurturing. They provide lots of reassurance and guidance to children during the day. This helps children to feel safe and secure, ready to begin their learning. The childminder asks for updates from parents on arrival so that she understands anything that may impact a child's day. The childminder is a positive role model to children. She has good routines in place, which young children are beginning to follow. This provides children with structure in the day and gives them a sense of belonging. The childminder provides children with lots of choices to build their confidence during play. As a result, children have a positive attitude to their learning and behave well.

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The provision is good

The childminder provides a wide curriculum with lots of good-quality resources to engage and excite children. Children are provided with lots of opportunities to develop their physical skills. They make play dough through mixing, pouring and squeezing. This helps to build their small-muscle skills in readiness for learning how to write. Outside, children love using the stepping blocks to learn about spatial awareness and balance. They use the climbing equipment and steps to strengthen their gross motor skills. Children demonstrate confidence in taking risks.

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need to do better?

n The childminder has worked hard to make the necessary changes following her recent suspension. She has been supported by her local authority early years team and has taken on board the advice that has been provided. The childminder has employed a new co-childminder and is now following safe recruitment procedures. This ensures that staff are safe to work with children. n Staff say that the childminder speaks with them daily to remind them about what they need to teach each day and what the learning outcomes are for children. The childminder explains the expectations to ensure that children receive consistent teaching. However, occasionally, communication between staff is not cohesive. As a result, there are short periods when practice does not flow smoothly and the focus on children is briefly lost. n The childminder and her staff are ambitious for every child to reach their full potential. Any gaps in learning are quickly identified and plans are put in place to

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need to do better?

support children and narrow the gap in learning. The childminder ensures that her assistants receive training and use their strengths to enhance practice. The team is newly formed, and the childminder has new systems in place to oversee consistent teaching for children so that learning becomes embedded. n Children, including those who speak English as an additional language, develop good communication skills. Staff talk to children throughout play. Children sit for carpet time and recall parts of nursery rhymes and enthusiastically copy actions

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need to do better?

23 October 2024 that are familiar to them. Staff take the time to listen to children and give them time to respond. This helps children to become confident communicators. n Young children are developing a love of books. The childminder and her staff often read stories to children during the day. Children snuggle up as they listen to the story 'We're Going on a Bear Hunt'. They listen with intent and help to turn the pages of the book with care. Children are asked questions about the story, and there is lots of two-way conversation as children recall parts of the story. n Children have lots of opportunities to explore and be curious. In the garden, they love to play in the sandpit. They use different tools to fill and pour. The childminder uses mathematical language so that children hear numbers in their play. As they dig, children whoop in delight as they discover a worm. They talk about how small it is and where a safe place would be to rehome it. Children are

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need to do better?

learning about the world around them. n Parents say that they appreciate the regular communication that the childminder provides. The settling-in process reassures them that their child is ready to start at the childminder's home. n Children are beginning to develop their independence skills. They are learning to wash their hands before mealtimes and use cutlery to feed themselves. However, on occasion, staff do not provide effective opportunities and resources to help children to carry out tasks by themselves, such as putting on their hats and coats.

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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 strengthen the deployment of staff and communication so that the day-to-day practice of the setting runs smoothly n strengthen the systems for the monitoring and development of staff practice to raise the quality of teaching to a consistently high quality n ensure that all staff provide opportunities for children to build their independence skills.

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Setting details

Unique reference number 2514964 Local authority Brent Inspection number 10370573 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 11 Date of previous inspection 2 November 2021

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Information about this early years setting

The childminder registered in 2019 and lives in Willesden, in the London Borough of Brent. She operates all year round from 8am to 6pm, Monday to Friday, except for family holidays and bank holidays. The childminder works with a co-childminder and assistants. The childminder holds a childcare qualification at level 3.

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Inspection activities

n The childminder spoke to the inspector about how she organises her early years setting, including the aims and rationale for her curriculum. n The inspector spoke to parents and took account of their views. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

23 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

23 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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