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 show that they are happy and confident within the warm and nurturing environment that the childminder provides. The childminder is responsive to children. For example, she reassures and offers cuddles to children when needed. The childminder supports children by introducing them to the inspector on arrival. This helps children to feel safe and secure within the setting. Children have extremely positive relationships with the childminder. The childminder is kind and caring towards children. She gets down to children's level and is an excellent playmate for them. Children laugh with the childminder as they enjoy play experiences together.

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The provision is good

Children behave well. The childminder supports this by encouraging children to tidy up after themselves. She consistently encourages children to share and take turns. This supports children to understand what is expected of them. Children enjoy the learning opportunities the childminder plans for them. For example, they spend time exploring different materials. Children play with coloured rice and enjoy water play. This supports children to explore sensory experiences. The childminder explains how she identifies where children are in their development. She uses this information to plan and implement the curriculum and activities to support children to achieve and make progress.

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need to do better?

n Children have opportunities to develop their physical skills. The childminder encourages them to use the climbing equipment. Children also enjoy a variety of different activities in the outdoor environment. For example, they use the slide, place rings onto poles and throw coloured hoops over cones. This supports children to develop physically. n The childminder encourages children to independently complete self-care tasks. For example, she encourages children to wipe their own noses when needed. She also encourages children to wash their hands and find their own coloured flannel. Children peel their own bananas at snack time. This supports children to complete tasks for themselves and develops their self-esteem. n Children have opportunities to learn to count in everyday play. For example, the childminder counts with children as they jump onto different number templates in the garden. However, the childminder does not consistently support children

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need to do better?

to explore a wider range of mathematical concepts to further develop their mathematical awareness. n Mealtimes are a social experience for children. The childminder sits with children and talks to them about what they can see in the outdoor environment. When children see a bird in the garden, the childminder speaks to them about the bird flying in the sky. This supports children to learn about the natural world around

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need to do better?

21 March 2025 them. The childminder also explains how children help to care for the pet tortoise. n The childminder consistently encourages children to try things for themselves. She encourages children to climb up the climbing equipment and offers support when needed. When children achieve a task for themselves, the childminder uses phrases such as, 'You should be so proud of yourself'. This supports children to develop their self-esteem. n The childminder encourages children to problem-solve for themselves. For example, when taking part in a posting activity and the shapes that children post get stuck, the childminder encourages children to find a way to resolve this. This supports children to develop their problem-solving skills. n The childminder is passionate about providing an inclusive environment for all children, including those with special educational needs and/or disabilities (SEND). She explains how she identifies strategies and interventions that she

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need to do better?

uses to support children within the setting. The childminder has attended different training opportunities to support her to extend her knowledge. n The childminder is reflective. She reflects on her own practice and asks for feedback from parents. She uses this feedback to further improve. The childminder can identify areas of strength as well as areas that she would like to improve on. n Parents and carers have very positive views of the setting. They express how the childminder provides a lovely and safe environment for children. Parents feel that the childminder is kind and warm. They express how she connects with families. Parents like how the childminder individualises her care for all children. She supports children with their self-help skills, such as putting on their shoes.

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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 further develop their mathematical awareness by exploring a wider range of mathematical concepts.

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Setting details

Unique reference number EY476025 Local authority Hillingdon Inspection number 10388473 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 5 Number of children on roll 5 Date of previous inspection 12 July 2019

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Information about this early years setting

The childminder registered in 2014. She lives in Hillingdon, Middlesex. The childminder operates her service from Monday to Thursday, from 7.30am to 5pm, for most of the year. She holds a relevant early years qualification at level 3. The childminder 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 their 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, indoors and outdoors, and assessed the impact 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

21 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

21 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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