Childminder in Brent

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 arrive happy to start their day. The childminder ensures that her environment is set up to engage children in play and learning for the day. The childminder is kind towards children and encourages children to be independent throughout the day. For example, on arrival, children are encouraged to take off their coat and put their coat and bag on their pegs. This helps to prepare children for school. The childminder role models expectations, so children gain an understanding of how to achieve things. She explains and talks to children throughout the day. As a result, children understand the boundaries and routines of the day. This helps children feel safe and secure, ready to begin their learning. Children have a positive attitude to learning and behave well.

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The provision is good

The childminder offers a broad curriculum that includes regular trips within the community. Her teaching is based on what children know now and what they need to learn next. She uses children's interests to engage them in learning and extend their knowledge. For example, when children are newly settling in, the childminder gathers lots of information on them and observes them. This helps her to gain an understanding of what motivates children in learning. Her teaching is adapted to meet the individual needs of the children. As a result, children make progress in their learning.

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need to do better?

n The childminder is ambitious for every child, including those with special educational needs and/or disabilities, to reach their full potential. She works well with parents and other professionals so that she can gain a full understanding of each child's individual needs. n The childminder provides a wide range of learning opportunities for children. She sets up her environment each day so that children can explore, be curious and learn through trial and error. The childminder provides children with lots of encouragement and praise, so that children learn what they need. n The childminder attends training and engages with the local authority early years team to maintain standards in her practice. However, the childminder has identified that some training to strengthen her teaching is not embedded in practice. For example, occasionally, focus activities are not set up to consider all children's stages of learning, which means some children can disengage from

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need to do better?

learning. n The childminder promotes communication and language throughout the day. She talks to children during play and asks questions, giving children time to respond. Children sing nursery rhymes with enthusiasm and recall familiar words and gestures. Children, including those who speak English as an additional language and those who are non-verbal, are supported well.

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need to do better?

15 November 2024 n Children hear mathematical language throughout play. The childminder supports children to count and compare sizes. For example, when children play at the sand table, they practise filling containers and pouring. The childminder encourages children to fill bowls of varying sizes, and children share which is 'bigger' and which is the 'smallest'. This helps children to build their mathematical skills. n Children have lots of opportunities to build their imagination. The resources the childminder provides, along with a large range of books, help to widen children's thoughts. For example, children use interconnecting blocks and pretend they are creating giraffes. The childminder encourages children to build a tower of giraffes, and the children make sounds as they pretend they are walking through the grassland. n Parents speak highly of the childminder and the kindness and care she provides

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need to do better?

for children. They share that the childminder updates them daily with photos of activities that their children engage with, which reassures them that their children are happy and safe. n The childminder ensures that her documentation is both relevant and up to date. However, she has recently reverted to a system that does not accurately document the times children arrive and depart from her setting. n There is a strong emphasis on promoting physical development in the environment, both indoors and outdoors. For example, children enjoy playing on pedal trikes in the garden to promote their gross motor skills. Indoors, young children throw small balls into nets, which helps to develop their hand-eye coordination. Regular walks and trips on the bus help children gain an understanding of the community and world around them. This helps to build children's confidence.

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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.

p.3

should:

n review how to implement the curriculum more effectively to ensure that the stages of all children are considered so that they all benefit fully from the activities provided.

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Setting details

Unique reference number EY330538 Local authority Brent Inspection number 10373246 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 6 Date of previous inspection 13 November 2019

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Information about this early years setting

The childminder registered in 2006 and lives in the Stonebridge Park area of London. She operates all year round, from 7am to 6pm, Monday to Friday. The childminder offers very occasional overnight care. She holds a recognised childcare qualification at level 3. The childminder offers the government funded places for childcare.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector spoke to parents and took their views into account. n The inspector observed the interactions between the childminder and the children. n Children spoke to the inspector during the inspection. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

15 November 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

15 November 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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