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

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The provision is good

Children form a close relationship with the childminder and demonstrate that they feel secure in her care. The childminder creates a fun and stimulating environment. She follows children's interests in their play and provides many opportunities to support children's early literacy skills. Children show great interest in books. They sit close to the childminder as she reads to them. The childminder carefully selects books to support children with their next stages of development. For example, she uses stories that help children understand their feelings and emotions.

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The provision is good

The childminder places sharp focus on supporting children's social development. She provides opportunities for them to interact with adults and children in the local community. This helps children develop their confidence in new situations. They make good progress in this area. Children greet visitors enthusiastically and encourage them to join in their play. Children regularly attend structured group play sessions. These opportunities allow children to learn the importance of cooperative play and turn taking, all vital skills required for their next stage of learning.

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The provision is good

The childminder is a positive role model and praises children for things they do well. Children are considerate and respectful towards the childminder. They respond eagerly to the childminder's requests, such as washing their hands before snack time.

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need to do better?

n The childminder wants all children to make the very best progress, including children with special educational needs and/or disabilities. She builds on what children know and can do very effectively. Parents complete an 'All About Me' form when the children start, and the childminder uses this as a starting point for her planning. She regularly observes children, using the information she gains to identify and plan children's next steps in their development. n The childminder understands when to refer to other professionals and how to gain further help when children need more specialist support. She confidently talks about what the children have achieved since starting with her. For example, children's communication skills and vocabulary have improved rapidly since starting with the childminder. n The childminder provides a broad and interesting curriculum for the children in her care. She observes children's play and understands what they need to learn

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need to do better?

next. Planned activities have specific learning intentions for individual children. For example, children learn about colours and shapes. The childminder interacts with the children with enthusiasm during adult-led activities, but sometimes her teaching does not focus sufficiently on what she wants children to learn. This

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need to do better?

3 February 2025 means that children do not benefit fully from the activity. n The childminder has clear expectations for behaviour. She models kindness and respect as she interacts with the children. Children behave well, they understand the routines well and listen to the childminder's instructions. For instance, children eagerly help with tasks, such as tidying up their toys and creative activities. n The childminder plans a stimulating environment. Children have good opportunities to follow their interests and make choices about what they play with. They develop their concentration and focus as they become absorbed in making models from construction bricks. Children develop their fine motor skills as they persevere in connecting the blocks together. n The childminder successfully incorporates numbers and counting into children's everyday experiences. She encourages them to count the numbers of candles

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need to do better?

they use in their play dough activity. Young children count confidently to three, and beyond with help from the childminder. n The childminder engages in regular training. She does this to refresh her knowledge and to reflect on her provision for the children she is caring for. For example, the childminder has recently engaged in training to enhance her knowledge of communication and language. Through this continued professional development, teaching standards are raised for children. n Parents speak highly of the childminder. They frequently receive updates about children's activities. The childminder keeps parents updated about children's routines during handover times. She works collaboratively with parents on issues such as toilet training. However, opportunities for parents to receive regular feedback from the childminder on children's next steps in learning and progress in their development are not yet fully established.

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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 implementation of the curriculum so that there is a clear focus on what children are intended to learn from planned, adult-led activities n extend opportunities for sharing information with parents to further promote consistency.

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Setting details

Unique reference number EY468918 Local authority Hillingdon Inspection number 10372210 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 5 Date of previous inspection 5 April 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Harefield in the London Borough of Hillingdon. The childminder operates for most of the year, from 8.00am to 6.30pm, Monday to Friday. She provides government funded childcare.

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Inspection activities

n The inspector spoke with the childminder and the children during the inspection. n The inspector observed the quality of the curriculum during activities and assessed the impact this has on the children's learning. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector carried out a joint observation with the childminder. n The childminder provided the inspector with a sample of key documentation on request. n The inspector read feedback from parents during the inspection and took account of their views.

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Inspection activities

3 February 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

3 February 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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