Childminder in Ealing

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 flourish in this happy and welcoming environment. They show they feel at home and settle quickly. They share strong bonds with the childminder and assistants, who are caring and know the children's individual needs well. They carefully follow children's individual routines and are attentive to their needs. This helps support children's emotional well-being.

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The provision is good

Children benefit from an ambitious curriculum, which is carefully planned to help ensure no child is left behind. Activities meet their unique needs and capture their interest. For example, children concentrate during a threading activity and show they are proud of their achievements.

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The provision is good

Children behave well from an early age. They learn good manners and interact warmly with each other and take turns. Children learn to understand and regulate their emotions. They talk about how they are feeling each day. This helps support their personal development and behaviour.

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The provision is good

Children's understanding of the importance of good health is supported particularly well. Children enjoy a variety of home-cooked nutritious foods. They learn about a healthy diet through discussions and activities. For example, children taste and explore the texture, colour and weight of a variety of different fruits. They make trips to the shops to identify different fruits and vegetables. Children learn about good oral hygiene. They listen to stories and learn about people who help us, such as dentists.

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need to do better?

n The childminder understands how children learn and has high expectations for every child. She observes children and monitors their progress. The childminder recognises the importance of providing additional support for children with special educational needs and/or disabilities (SEND). The childminder uses her observations to plan the curriculum around what children need to learn next. For example, young children begin to count during number rhymes, while older children learn how to add and subtract. All children make good progress from their starting points and develop skills they need for their future learning, including their eventual move to school. n Overall, children's communication and language skills are effectively supported. Children are confident to express their feelings and wishes. The childminder is attentive to what they say. Children listen to familiar stories and rhymes and recall what they know. Children who speak English as an additional language are

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need to do better?

supported well. The childminder makes use of her language skills and learns key words in children's home languages. However, she has not yet fully considered

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need to do better?

14 January 2025 how background music may distract children from being able to carefully listen and concentrate. n Children have positive attitudes to learning. They engage well in purposeful play and are confident to try new things. The childminder continually praises children and encourages them, which helps develop their confidence and self-esteem. The childminder is a positive role model and helps children develop positive and respectful attitudes towards others. n Children have daily opportunities to be physically active, indoors and outdoors. Young babies crawl and grasp objects. Children have fun as they move their bodies and develop coordination, as they join in action songs. They make frequent trips to local parks and play in the childminder's garden. Children learn how to keep safe. For example, they practise evacuation procedures. This helps them to understand what to do in the event of an emergency. The childminder

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need to do better?

builds on children's understanding of safety by taking children on visits to the fire station. n Partnership with parents is strong. Parents express high levels of appreciation. They comment their children are well cared for and enjoy the wonderful, warm environment. Information about children's development and activities is shared electronically and through meetings and daily feedback. Parents receive ideas of how they can support their children at home. This provides good continuity in children's care and learning. n The professional childminder and assistants work closely together. The childminder provides support for assistants and ensures both herself and assistants have training opportunities. Ongoing professional development helps build on their knowledge. For example, following recent training, they have implemented a stronger focus on supporting children's mathematical development, improving outcomes for children. The childminder works closely

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need to do better?

with early years advisers to make continuous improvements.

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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 consider how background music is used to enable children.

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Setting details

Unique reference number EY447366 Local authority Ealing Inspection number 10378364 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 12 Number of children on roll 8 Date of previous inspection 17 November 2023

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Information about this early years setting

The childminder registered in 2012. She lives in Ealing in the London Borough of Ealing. She offers care each week day, apart from Fridays, throughout most of the year. The childminder works with assistants and holds a relevant early years 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 their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder, assistants and the children. n The inspector and childminder carried out a joint observation of an activity. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector.

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Inspection activities

14 January 2025 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

14 January 2025 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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