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 Met

p.1

The provision is good

Children are happy in the warm and nurturing environment that the childminder strives to provide. She is passionate about creating a safe space where children are respected and cared for. This supports children to feel safe and secure in the setting. Children have formed close attachments with the childminder. They show confidence and will ask for help and support when needed. For example, when completing a puzzle, children ask the childminder for help to find the missing pieces. The childminder supports children by using calm tones when communicating. She responds to children's individual needs. The childminder provides opportunities for children to rest, as well as engage in play opportunities, throughout sessions.

p.2

The provision is good

Children behave well. They happily and actively engage in play ideas with their peers. Children show high levels of concentration as they complete activities. They respond well to the childminder, who is a good role model for children. The childminder supports positive behaviour. For example, she encourages children to take turns. Children show an understanding of the setting's rules. The childminder encourages them to tidy up activities before moving on to something new, and she gives children prompts. This ensures that children know what is expected of them.

p.2

need to do better?

n The childminder plans her curriculum to ensure that children have plenty of opportunities to develop their independence skills. Children are consistently encouraged to try to complete tasks for themselves. When children find tasks difficult, the childminder will support them by asking questions and giving encouragement. n The curriculum for mathematics is challenging and ambitious. Children spend time completing floor puzzles based on numbers. The childminder supports children to identify the different numbers and complete the puzzles as a team. Children also have opportunities to learn about different mathematical concepts. The childminder plans activities to support children to learn about size and quantity. This supports children to develop their mathematical awareness. n The childminder is reflective. She reviews the activities that she provides to further improve her practice. She gathers and considers the parents' and

p.2

need to do better?

children's feedback to support her in her role. The childminder has attended a selection of different training opportunities. n The childminder is passionate about providing an inclusive environment for children, including those with special educational needs and/or disabilities. For example, she completes small group activities with children, by using advice and strategies provided by specialist outside agencies. The childminder speaks favourably about the Makaton training that she has attended and how this has

p.2

need to do better?

3 February 2025 supported her work with children in the setting. n Children have opportunities to develop their fine motor skills. They spend extended periods of time focusing as they spoon lentils into different-sized containers. This supports them to develop their hand muscles. However, the curriculum for gross motor development is not as well established. Children have fewer planned opportunities to further their development in this aspect of learning. n Although children do have some opportunities to make marks, these are not provided consistently. This means that children do not routinely explore a range of mark-making activities to support them to develop their pre-writing skills. n The childminder communicates well with children. She uses a range of open- ended questions. Children spend time communicating with peers and the childminder about different topics. She encourages conversation by talking about

p.2

need to do better?

children's interests. For example, they spend time talking about the image of the roundabout in the puzzle that they have completed and name items such as 'juggling ball'. The childminder speaks enthusiastically about children developing their conversational skills. She role models active listening to help children develop their listening skills. n The childminder has a good understanding of where children currently are in their development. She ensures that her teaching is planned to meet children's individual needs and supports all children to make progress. n Parents speak highly of the setting and the childminder. They explain how children feel comfortable in her care. Parents say how the childminder shows kindness and respect to all children.

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 plan a range of opportunities to support children to further develop their gross motor skills n regularly provide a range of mark-making opportunities to support children to develop their pre-writing skills.

p.3

Setting details

Unique reference number EY369936 Local authority Ealing Inspection number 10368334 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection 15 March 2019

p.4

Information about this early years setting

The childminder registered in 2008 and lives in West Ealing, in the London Borough of Ealing. She operates on Monday and Thursday afternoons only. The childminder operates during term time.

p.4

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 The childminder spoke to the inspector about children's learning and development with a particular focus on independent skills. 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 interactions between the childminder and the children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

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.

p.4

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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6