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 are comfortable within the environment. On arrival, they happily sign themselves into the setting using the whiteboard. They then choose where they would like to play from the wide selection of stimulating and exciting activities that the childminder provides. Children show care and concern for others. For example, when the childminder says her hand is sore, they collect the pretend doctor's kit. Children spend time using different resources in the kit to help the childminder to feel better. The childminder encourages children's positive behaviour. When children do not want to wash their hands for breakfast, the childminder explains the reasons why this is important. She supports children with managing their behaviour by reinforcing the setting's rules. For example, she speaks to them about the friendship rules.

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The provision is good

The childminder plans an ambitious curriculum for children. She identifies children's own experiences and knowledge. The childminder then extends on this to support children to develop within all areas. The childminder is passionate about art and craft activities. She explains how she would like children to explore different materials and express themselves through their art. Children spend time independently drawing self-selected images. They happily create images of flowers as they chat among themselves.

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need to do better?

n Children learn mathematical concepts. They actively explore numbers when playing with play dough. They spend time matching numbers and cutting out the correct number of dots. The childminder encourages children to extend their mathematical awareness by exploring simple addition using visuals. n Children enjoy imaginary play. The childminder and children engage in role-play experiences together. They pretend to be police officers investigating a stolen car. Children engage well and show good concentration skills. This supports children to develop their imaginary skills and enhance their understanding of the world. n Children show that they are upset or frustrated by moving away from the activity and verbally voicing this. Although the childminder does respond, she mainly focuses on encouraging children to share. This means that she does not support children consistently to develop their emotional awareness by encouraging them

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need to do better?

to explore their feelings and emotions. n Children have opportunities to develop their independence skills. They actively engage in everyday tasks. For example, the childminder encourages children to prepare their own fruit for snack time and hang up their own coats. This supports them to achieve tasks for themselves. n The childminder supports children to develop their communication skills. She

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need to do better?

28 February 2025 introduces new words to children. For example, she labels doctor's equipment when children explore these items. This enables children to develop their vocabulary. n Children actively engage in storytelling sessions. They enjoy listening to the story of the 'Three Little Pigs'. Children then confidently act out the story using props from the puppet show. This supports children to develop their recall skills and encourages them to foster a love for books. n Children have opportunities to develop their physical skills. They spend time playing a selection of games in the garden. For example, they throw hoops over poles. This supports them to develop their hand-eye coordination skills. Children also develop their fine motor skills. They enjoy spending time spooning sand into buckets to create sandcastles. n Parents express extremely positive views of the setting. They explain how the childminder supports them. For example, the childminder gives parents

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need to do better?

information regarding toilet training. Parents also share how the childminder supports children with developing their social skills. n The childminder knows children well. She can identify where children are within their development and how she plans to support them to make progress. The childminder shares this information with parents. She offers parents advice to support children to develop at home as well as in her setting. The childminder strives to build positive relationships with parents. She sends home 'challenges' for children to complete. n The childminder reflects on practice. She sends out questionnaires to parents and uses their feedback to help her to extend her practice. The childminder identifies areas of strength, as well as areas that she would like to improve on.

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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 support children to develop their emotional awareness by encouraging them to explore their feelings and emotions.

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Setting details

Unique reference number EY540230 Local authority Hillingdon Inspection number 10372147 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 3 Date of previous inspection 3 April 2019

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Information about this early years setting

The childminder registered in 2016. She lives in West Drayton, in the London Borough of Hillingdon. The childminder works Monday to Friday, during most of the year, between 8am and 4pm. She provides government funded childcare.

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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 the curriculum. n Children spoke with the inspector during the inspection. n The inspector spoke with the childminder about the leadership and management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

28 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

28 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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