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 Not applicable

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The provision is good

Children feel safe and happy in the warm and friendly atmosphere that the childminder creates. They happily chat to the childminder and their peers throughout their time at the setting. Children enjoy taking part in the different learning opportunities that are available to them. For example, they spend time independently looking at story books. Children repeat familiar words from the story as they look at the images. This supports them to develop a love for reading. Children also enjoy story telling sessions. They pick which book they would like the childminder to read to them. The childminder asks questions and sounds out words for children to repeat. This supports children to develop their communication skills and enhance their vocabulary.

p.2

The provision is good

Children show a caring nature. They seek out toys to reassure their peers when needed. The childminder spends time talking to children about being kind to others. She encourages children to follow the rules of the setting. For example, she encourages children to tidy toys away when they have finished with them. Children respond well to this and tidy up after themselves. The childminder uses visual cues to explain the rules during mealtimes. This supports children to learn what is expected of them.

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need to do better?

n Children are given opportunities to independently complete self-care tasks. For example, they are encouraged to wipe their own noses and put the tissue in the bin. The childminder explains how her focus is for children to develop their independence. n On occasions, the childminder does not fully prepare activities before implementing them to ensure that children remain focused. For example, when children join in with singing and dancing to the song 'hello and how are you today?', the childminder stops the activity to move obstacles out of the way. This causes children to become distracted and does not support children to remain focused in learning opportunities. n At times the childminder expects children to wait for long periods of time. For example, children are asked to sit at the table for snack. The childminder then prepares snack while children wait. This leads to children showing frustration.

p.2

need to do better?

n Children have opportunities to express their own thoughts and opinions. For example, when they finish an activity, the childminder asks them their opinions of what they have achieved. This gives children opportunities to express themselves and encourages them to explore their likes and dislikes. n Children have opportunities to join in with singing sessions using props. This supports children to develop their vocabulary and language skills. n When children express that they fear the toy spider., the childminder supports

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need to do better?

19 March 2025 them to explore this in a way that makes children feel safe. This ensures that children feel secure within the environment. n Children have opportunities to learn about the natural environment. They speak about how flowers need sunlight to help them to grow. The childminder supports children to learn about the world around them. n Children have opportunities to join in with mark-making activities. This supports them to develop their pre-writing skills. The childminder encourages children to express themselves with their creations. Children explore mark making with a variety of different equipment such as brushes, stamps and their fingers. The childminder speaks to children about the textures that they feel. n Parents have positive views of the setting. They explain that the childminder has a good focus on developing children's social skills and that their children are supported to behave well. Parents receive daily development updates from the

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need to do better?

childminder. n The childminder reviews her setting. She explains how she asks for parental feedback and will also ask children their thoughts and opinions on activities. The childminder can identify areas that she would like to improve upon as well as areas of strength.

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 explore ways to prepare activities so that children are supported to remain focused in learning opportunities n manage waiting times more effectively to prevent children from becoming frustrated.

p.3

Setting details

Unique reference number 2713627 Local authority Ealing Inspection number 10380663 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 4 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2022. She lives in Hanwell in the London Borough of Ealing. The childminder offers care on weekdays, from 8am to 6pm, during most of the year.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure 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 their early years foundation stage curriculum. 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, and assessed the impact that this was having on children's learning. 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.

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Inspection activities

19 March 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

19 March 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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