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 Good

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The provision is good

Children are happy and settled in the childminder's care. They have good relationships with the childminder and any assistants she works with. Children receive reassuring hugs and cuddles, which helps them to feel safe and secure. Children behave well and actively follow the daily routines. For example, they help to tidy away toys and sit on individual mats ready for their song time. Children enjoy the praise the childminder gives them for their efforts and achievements. Children show a positive attitude to their learning. They choose toys to play with and concentrate well, following their own interests during their play. As a result, their independent learning skills are promoted effectively.

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The provision is good

The childminder offers a broad curriculum that promotes all areas of learning. She uses her knowledge of what children already know and plans well-sequenced activities aimed at what they need to learn next. Consequently, all children make good progress from their starting points in development. Children develop good communication and language skills. The childminder uses lots of visual aids and props with children, such as picture cards and photos. This helps children to understand the daily activities, such as what is happening 'now and next'. The childminder talks to children during play, group times and daily routines, helping to extend their vocabularies well.

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need to do better?

n The childminder and any assistants she employs work well together, enabling the daily activities and routines to flow with ease. The childminder provides induction to any assistants she works with, including relevant training. This promotes a consistent approach and ensures that they know their roles and responsibilities. However, the arrangements for supervision sessions, to provide regular support, coaching and training for any assistants she works with, are in their infancy. n Parents and carers value the support the childminder gives them, including making referrals to other agencies. They say that communication is good, with information shared daily and through an online app. Parents say their children are happy and have made good progress. They explain that they are not worried during the day, as they know their children are safe with the childminder. n Children enjoy songs and rhyme time. They keenly use a range of props and join

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need to do better?

in the actions and movements of the songs. This extends their communication and language and physical skills well. However, occasionally, the number of props does not match the number in the songs, which does not fully enhance children's early mathematical skills. n The childminder supports children to extend their physical skills well during outside play. She encourages children to develop their coordination while using

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need to do better?

9 April 2025 wheeled toys. For example, children negotiate space well while pushing their dolls in buggies. They enjoy lots of praise as they show increased confidence while using the climbing frame and slide independently. n Children enjoy a balanced diet of freshly prepared meals. Mealtimes are relaxed, with discussions about the foods children like to eat. The childminder has a good understanding of children's individual dietary needs. She works closely with parents to promote children's healthy eating habits and self-care skills. n The childminder completes regular risk assessments of the home and before outings. She has made further improvements to the home to promote safety and security. Children learn about good safety routines when using the stairs and going to the outside play area. For example, they know to hold onto the rail and use the stairs carefully and hold hands when walking outside. This promotes

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need to do better?

their personal independence and helps them to feel safe. Children also count with the childminder as they use the stairs, which further enhances their early mathematical skills. n The childminder enhances children's language and literacy skills. For example, children use books independently and enjoy stories with the childminder. They enjoy looking at their home-made photo books of themselves and their families. This promotes children's emotional security well and helps them to express their feelings. n The childminder regularly reviews children's progress and identifies their next steps in their learning. She shares this information with parents through meetings and written reports, including the progress check when children are aged between two and three years. As a result, partnerships with parents are successful and promote a consistent approach to supporting children's learning at home and in the setting.

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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 review the arrangements for supervision for assistants to provide regular opportunities for support, coaching and training n enhance children's early mathematical skills further, such as by ensuring the number of props match the number in the song during song time.

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Setting details

Unique reference number EY460172 Local authority Ealing Inspection number 10400219 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 5 Date of previous inspection 5 September 2023

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Information about this early years setting

The childminder registered in 2013 and lives in Acton, in the London Borough of Ealing. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant level 3 childcare qualification. She works with an assistant.

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Inspection activities

n The inspector completed a learning walk of the premises with the childminder, who explained how the areas of her home are used for childminding and the curriculum she offers. n The inspector held discussions with the childminder to assess her knowledge of the learning and development requirements and safeguarding practice. n The childminder and inspector completed a joint observation during an activity and assessed the impact of teaching on children's learning. n The inspector sampled a range of required documentation, including qualifications and children's records. n The inspector held discussions with the childminder, her assistant, parents and children, and took account of their views.

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Inspection activities

9 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

9 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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