Childminder in Hillingdon

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 arrive confidently at the setting. The childminder greets children warmly into a caring environment. She is engaging and creative. For example, when the childminder sings a selection of different rhymes to children, she makes these interactive and use facial expressions. This ensures that children remain engaged. Children enjoy taking part in different activities and show this by bouncing up and down and laughing with the childminder.

p.2

The provision is good

The childminder is focused on children developing their social skills. She encourages children to join in with group activities. For example, older children spend time in small groups creating and exploring their own ideas with construction materials. Children behave well. The childminder supports children to take turns and consistently encourages their positive behaviour. She explains the setting's rules and the importance of these. For example, the childminder describes to children that they must sit down at the table when eating. This ensures that children understand safety and what is expected of them.

p.2

The provision is good

Children have opportunities to learn about the world around them. They spend time exploring animals, when completing a selection of animal themed puzzles. In the garden, the childminder encourages children to play a ring toss game. Children spend time throwing hoops over the animals that they have correctly identified. This supports children to develop their coordination skills and learn about different animals.

p.2

need to do better?

n Children have opportunities to develop their physical skills. The childminder encourages younger children to use push-along toys. She explains how this supports children to become confident with walking. Children enjoy the outdoor environment and spend time exploring this area. Younger children experiment with walking on different surfaces and using steps. Older children enjoy using the slide and playing in the toy cars. n The childminder supports children to develop their communication skills. She labels items as younger children explore the role-play area. Older children spend time discussing different topics. For example, they discuss the models they have made using construction materials. All children enjoy story sessions. They actively listen to stories and join in with singing a variety of rhymes. The childminder uses props to support children's understanding. n Children have opportunities to explore mathematics. They spend time counting

p.2

need to do better?

the toys that they use. The childminder also provides opportunities for children to identify colours and shapes. She supports younger children by singing number songs with visuals. Older children have opportunities to explore numbers, such

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need to do better?

5 December 2024 as they draw around number templates. n All children engage well within activities and remain focused. However, the childminder follows a structured routine and as a result, children can be distracted when they are focused in an activity. For example, she encourages children to stop and take part in different activities. This means that children do not always get to fully explore and naturally finish their play ideas. n The childminder is reflective. She expresses how safety is a priority and explains how she manages this. The childminder also shares how she would like to source more training opportunities to support her to enhance her practice. She has regular discussions with her assistants, where they reflect on practice. However, the childminder does not tailor training individually to develop teaching practices further. n Parents share positive views of the setting. They express how their children are

p.2

need to do better?

happy and cared for. Parents share how children make progress and are positive about the support and advice that they receive with regards to toilet training. n The childminder has positive relationships with children. She knows where they are within their development journeys and has plans in place to help them to develop and achieve. The childminder shares how she uses her knowledge to support all children to make progress. She is aware of children's unique backgrounds. For example, the childminder shares how she provides access to the outdoor environment daily to support children who may not have regular access to outdoor spaces outside of the setting.

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 allow children more opportunities to fully explore and naturally finish activities n identify tailored training opportunities to further develop teaching practices.

p.3

Setting details

Unique reference number EY541321 Local authority Hillingdon Inspection number 10367716 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 9 Number of children on roll 11 Date of previous inspection 21 February 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in the London Borough of Hillingdon. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for family holidays. The setting may close down on Fridays from time to time, depending on client requirements and demands. The childminder holds a relevant childcare qualification at level 3. She works with two assistants. The childminder provides government-funded childcare.

p.4

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n Children spoke with the inspector during the inspection. n The childminder's assistants spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact 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. n The inspector spoke with the childminder about the leadership and management of the setting.

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Inspection activities

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

5 December 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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