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

The childminder creates a calm and welcoming homely environment. Children clearly feel comfortable and cared for. They build warm relationships with the childminder and her assistants. The childminder spontaneously gives children cuddles and they are excited to show their achievements. This helps to build children's confidence and self-esteem. The childminder has established a stimulating learning environment. She designs and implements a curriculum that supports children's individual needs. The childminder understands children's abilities and what they need to learn next. She uses her assessments effectively and speaks confidently about where children are in their learning and what they need to learn next.

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The provision is good

The childminder provides children with many opportunities to develop their physical skills. Older children take on physical challenges, such as pushing bicycles as they explore the garden. They develop good motor coordination. Younger children benefit from the physical and sensory toys the childminder offers. For instance, they enjoy exploring magnetic blocks and connecting them in a range of ways. The childminder supports children to learn about early technology and how things work. Children demonstrate positive behaviour. They say 'please' and 'thank you' and take turns with activities. When they forget, the childminder gently reminds them of the words to use. Children have clear expectations and know what is required of them.

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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 all children progress in their learning. n Children have a balance of child-led and adult-focused activities. The childminder plans interesting activities for children. She is well prepared and organises the resources well. However, occasionally, the childminder does not adapt planned activities precisely so that all children, including the youngest, gain the most benefit for their learning. For instance, some activities focus more on older children's learning. This does not consistently help all children to achieve the

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need to do better?

highest possible learning outcomes. n The childminder supports children's keen interest in books and stories. She provides a wide range of books. Children listen intently to the stories that the childminder reads, which helps to build their vocabulary. They enjoy recalling and retelling the stories, such as through exploring a sensory tray and props.

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need to do better?

16 December 2024 n The childminder supports children to make good progress in their early mathematical development. She models the names of numbers and counts with children as they play. For example, the childminder counts as younger children explore shapes. Children hear and repeat this mathematical language, building their understanding of numbers. n Overall, children behave well. They follow instructions and enjoy carrying out tasks. The childminder values children's achievements and offers them consistent praise for their efforts. This helps to build on children's confidence and emotional resilience. n The childminder has a clear focus on supporting children who are bilingual, multilingual or speak English as an additional language. She is accepting and supportive of all children's backgrounds. The childminder learns phrases in children's home languages to support them. She builds children's confidence in

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need to do better?

speaking English with clear modelling and encouragement. Children become confident communicators in English and other languages. n The childminder encourages children to wash their hands and use the toilet independently. However, opportunities for children to extend their independence further are not fully extended into all areas of the children's routines. For instance, the childminder does things for children, such as putting their coats or shoes on for them. This does not fully extend opportunities for children to develop their independence and self-help skills. n The childminder is reflective of her practice and networks with other childminders and the local authority to share ideas to enhance her provision further. She values her continuing professional development to support children's experiences. The childminder ensures that her assistants undertake regular training to ensure that their practice and knowledge are current.

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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 curriculum intent further so that all children gain the most benefit from activities n support children more consistently to develop their independence skills.

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Setting details

Unique reference number EY497814 Local authority Brent Inspection number 10368150 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 9 Number of children on roll 12 Date of previous inspection 11 March 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Wembley, in the London Borough of Brent. The childminder operates for most of the year, from 8am to 6.30pm, Monday to Friday. She provides government funded childcare. The childminder works regularly with assistants.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that 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 curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector talked to assistants at appropriate times during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

16 December 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

16 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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