Childminder in Westminster

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 warm and welcoming environment where children are excited and happy to attend. She exchanges information with parents and carers on arrival, which ensures she supports children's well-being during the day. The childminder builds strong attachments with all children. Children enjoy cuddles when needed, and the childminder is attentive to their changing needs. This supports children to feel safe and secure.

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The provision is good

The childminder provides a well-planned and stimulating curriculum that incorporates children's interests. She promotes children's independence well. On arrival, she encourages children to take off their coats and shoes. Children wash their hands, which reinforces good hygiene routines. They settle quickly, select resources and make choices in their play. The childminder encourages older children to extend their fine motor skills. For example, children build structures with magnetic shapes and name colours. All children explore with sensory toys, and the childminder extends children's knowledge. Children listen to different sounds and laugh together as they wait for the toy to 'pop' and jump off the table.

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The provision is good

The childminder has high expectations for all children. She supports children to recognise different emotions to help them understand how they are feeling. Children listen well, know the routine and follow instructions. They behave well and show a positive attitude to their learning. Children share resources, and older children are caring to their younger peers.

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need to do better?

n The childminder is dedicated to providing high-quality care and education for all children. She evaluates her practice and uses her ongoing assessments. This ensures that any gaps in children's learning are addressed swiftly, and children make good progress. The childminder increases her knowledge regularly and implements new skills to benefit children. For example, she has improved her storytelling by adding props and puppets. n The childminder observes all children from the start and considers what they know and can do. She provides activities to extend children's skills and sequence their learning. The childminder identifies children's next steps in learning and engages with children as they play. This supports children to practise their skills and consolidate their learning. n Partnerships with parents are well established. Communication is good, and parents receive regular updates on their children's progress and ideas to

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need to do better?

continue their learning at home. Parents state that their children are happy to attend and have settled well. They have seen improvements in their children's language and the learning of new words. Parents comment that their children

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need to do better?

11 February 2025 are more independent and have increased their social interactions. n Overall, the childminder promotes children's communication and language well. She enthusiastically shares stories and singing activities, where children join in with the repetitive phrases and learn new words. Younger children babble and make some recognisable sounds, such as animal noises. The childminder engages children in conversations and asks meaningful questions. However, on occasion, she does not give children time to think or answer for themselves. n Children benefit from the wide range of physical activities the childminder provides to develop their large-muscle movements. The childminder leads active singing and action sessions and builds obstacle courses. All children keenly participate and develop their individual skills, which support their balance and coordination. For example, younger children crawl through tunnels and jump.

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need to do better?

Older children balance on blocks and throw and catch balls. n The childminder promotes healthy lifestyles and teaches children the importance of eating nutritious snacks and meals. Children use knives to slice bananas and look at seeds in an apple. They drink water to stay hydrated and feel their hearts after exercise, which helps them to understand their bodies. The childminder talks to children about oral health as they practise brushing and flossing on teeth moulds to reinforce good hygiene practices. n The childminder promotes children's understanding of other cultures and explores different festivals. She supports children's home languages alongside learning English. The childminder counts with children, names shapes and introduces new concepts to extend their mathematical skills. The childminder promotes independence and encourages children to make choices. However, during group activities, she does not consistently consider the younger or quieter

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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 use of questioning to allow all children time to think and answer for themselves n increase opportunities during group activities for younger children to make choices and express their views.

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Setting details

Unique reference number EY540951 Local authority Westminster Inspection number 10376323 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 6 Number of children on roll 6 Date of previous inspection 24 May 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Queens Park, in the London Borough of Westminster. She operates her service on weekdays throughout the year, from 8am to 6pm, except for the childminder's holidays. The childminder has a level 3 childcare qualification and works with an assistant. She provides government funded childcare.

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Inspection activities

n The childminder and inspector carried out a learning walk together to discuss the curriculum and intentions for children's learning. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector spoke to parents during the inspection and took account of their views. n The inspector held discussions with the childminder and her assistant about safeguarding and how they evaluate their practice. n The childminder provided relevant documentation for the inspector to view.

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Inspection activities

11 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

11 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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