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 Requires improvement

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The provision is good

Children are happy and settled in this welcoming and happy environment. They show a real sense of belonging in the childminder's home. Children share secure relationships with the caring childminder, who is very attentive to their individual needs.

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The provision is good

Children thoroughly enjoy the fun, age-appropriate activities, which the childminder plans for them. The curriculum is ambitious for all children. A strong focus is placed on supporting young children's development in the prime areas of learning, which helps children to develop key skills in preparation for their next stage of learning. All children are able to make progress from their starting points.

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The provision is good

Children's understanding of the importance of good health is supported well. They learn about good hygiene and a healthy diet through discussions and activities. For example, during role play, they wash their hands and plates and pretend to cook fruit and vegetables. The childminder extends their learning, as she talks to them about good hygiene routines and the benefits of eating healthy food.

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The provision is good

Children behave well from an early age. They know what is expected of them. They understand routines and what will happen next. Children learn to be kind, use good manners and share. The childminder regularly praises and encourages children. For example, during activities, she regularly says, 'Good listening. Well done.' This helps develop children's self-esteem.

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need to do better?

n Since the last inspection, the childminder has made strong improvements. She has completed training and developed a good overall understanding of how children learn. The childminder implements an effective curriculum, which captures children's needs and interests. She regularly assesses children's development, including the progress check for children aged two years. The childminder identifies when children may need further support and implements plans to ensure that no child is left behind. She uses suitable strategies to help children manage their own feelings and behaviour, improving outcomes for children. n Overall, the childminder supports children's communication and language well. She engages in back-and-forth conversations with them. The childminder asks children questions, encourages them to think and gives them time to respond. She helps reinforce what children learn, such as encouraging them to recap on

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need to do better?

what they know. Children who speak English as an additional language have opportunities to hear and use words in the home languages. The childminder introduces new vocabulary during play, such as 'juicy' and 'crisp'. However, on

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need to do better?

2 April 2025 occasion, she does not consistently ensure that children hear and use the correct pronunciation, which means they do not always learn to say new words correctly. n Children are motivated to learn and are keen to try new things. They show curiosity and focus well during activities. Children particularly enjoy imaginative play. They persevere as they use their small muscles to change and dress dolls. The childminder encourages children to consider if the dolls are tired or cold, as they pretend to put them to bed. Children demonstrate the skills they learn. For example, they put on their own coats before they go out. This helps support children to develop self-care skills and their understanding of the needs of others. n Partnership with parents is effective. Parents comment their children are safe and comfortable in the childminder's care. They say children share strong bonds with the childminder and enjoy the activities on offer. Information about

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need to do better?

children's development and activities is shared electronically and through daily feedback. The childminder suggests ways parents can support their children's learning at home. This provides good continuity in children's care and learning. n The childminder provides opportunities for children to enjoy fresh air and play outdoors. For example, they make regular trips to the park and strengthen their bodies as they run and climb. They enjoy walks in Kew gardens and the garden centre and visit soft-play areas. The childminder meets children's care needs effectively. Daily routines are flexible to take account of each child's individual needs, such as sleep time. This helps promote children's health, well-being and an understanding of the local community. n The childminder demonstrates a commitment to making improvements, She works closely with other childminders and makes use of support from early years

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need to do better?

advisers to enhance practice. The childminder completes mandatory training. However, she does not always make the most of ongoing professional development opportunities to enhance her good provision even further.

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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 help children to learn the correct pronunciation of words to further encourage their communication and language skills n explore professional development opportunities to help raise the quality of education even further.

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Setting details

Unique reference number EY408439 Local authority Ealing Inspection number 10363205 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 2 Date of previous inspection 12 June 2024

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Information about this early years setting

The childminder registered in 2010. She lives in Acton in the London borough of Ealing. She operates weekdays, between 9am and 6pm, all year round, except for bank holidays and family holidays.

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Inspection activities

n The inspector viewed all areas of the childminder's home used for childminding purposes. n The inspector spoke to the childminder and the children at appropriate times during the inspection. n The inspector observed the quality of teaching, indoors and outside, and assessed the impact this has on children's learning. n The inspector evaluated a planned activity with the childminder. n The inspector looked at relevant documentation, including policies, children's learning records and evidence of the suitability of all adults living and working in the home. n The inspector took into account of the written views of parents.

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Inspection activities

2 April 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

2 April 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

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