Stannett, Tina Marie

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 provides a loving and homely environment for children. She takes the time to get to know children and their families well before they join her setting. For example, she works closely with parents to create 'family books' for each of the children who attend. Children enjoy looking at the pictures of themselves as a baby. They use the books to talk about the important people and events in their lives. As a result, children experience continuity between their home and their time with the childminder. Children settle easily into her care. They develop secure relationships with her and with each other.

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The provision is good

The childminder has developed an ambitious curriculum that aims to promote a culture of respect. She is a positive role model. She consistently supports children to use good manners and behave kindly to one another. Children share toys freely with each other from a young age. They offer their friends a helping hand to overcome challenges, such as reaching the top of the climbing frame.

p.2

The provision is good

The childminder ensures that children have frequent opportunities to experience the outdoors and the natural environment. She is aware that not all children have access to a garden at home. Therefore, this forms an important part of her planning for children's development. She ensures that all children have access to appropriate outdoor clothing so that they can fully access the outdoors. Children speak of the birds they have seen on outings with the childminder and in doing so learn new language, such as 'parakeet'.

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need to do better?

n Children behave very well. They independently take responsibility for their environment. For example, they continue to tidy toys away in preparation for outdoor play without constant prompts from the childminder. They demonstrate their independence when they find a dustpan and brush to clear away the leaves from an earlier activity. The childminder visits local groups to provide children with opportunities to socialise with larger numbers of children. This prepares children well for the next stage in their education. n The childminder tracks children's learning closely and monitors their progress. Overall, the childminder's interactions with children are sensitive and responsive. She swiftly seizes opportunities to extend children's learning during their play. For instance, when children show an interest in playing with a tape measure, the childminder responds by inviting children to measure her. She is skilled at

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need to do better?

encouraging them to look at the numbers on the tape measure. Children become deeply involved in measuring and comparing the sizes of their feet with hers. This helps to support children to develop a practical understanding of mathematics.

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need to do better?

6 February 2025 n The childminder provides lots of opportunities for children to develop their communication and language skills. She narrates their play and exposes them to a wide range of vocabulary, such as 'hibernation'. Children benefit from hearing stories and exploring resources that develop their knowledge about the natural world. However, during some adult-led learning experiences, the childminder's intent is overly ambitious. This means that some children struggle to fully engage in the activity on offer. The childminder models language and asks children questions that support their communication skills well. However, she does not always give children sufficient time to process these questions and respond. n The childminder invests heavily in her own professional development. She has developed strong partnerships with her local authority. For example, she has accessed a specialist speech and language programme. The childminder utilises

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need to do better?

these partnerships well to help her to evaluate and improve her teaching practice and resources. n Parents speak extremely positively of the childminder. They praise the ways in which she has created a sense of whole-family support. Parents discuss how the childminder worked with them to support their child's speech development and toilet training. The childminder ensures parents feel fully included in their child's learning. n Children learn to keep themselves safe. For example, they know that they should go into the garden in the event of a fire. Children learn to manage risk as they develop their independence. They competently cut up their own fruit at snack time. Children develop their imaginations and creativity as they play with china tea sets and scales in the garden.

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 strengthen the planning and implementation of adult-led group activities to ensure that all children gain the most benefit from taking part n provide children with more time to process and think through their responses to questions.

p.3

Setting details

Unique reference number EY357282 Local authority Ealing Inspection number 10368288 Type of provision Childminder

p.4

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 3 Date of previous inspection 14 March 2019

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Information about this early years setting

The childminder registered in 2007. She lives in the Hanwell area of the London Borough of Ealing. The childminder operates Monday to Friday, from 7.30am to 6.30pm. She holds a relevant early years qualification at level 3. The childminder offers government funded places for childcare.

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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 their early years foundation stage curriculum. n The inspector observed the interactions between the childminder and the children. n The inspector spoke to parents 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

6 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

6 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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