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 form strong bonds with the childminder. They really enjoy attending her welcoming and friendly provision. The childminder gets to know children and their families well when they start. She has an individual settling-in processes to cater for every child and their family's needs. This supports children to feel secure. The childminder encourages positive social relationships and promotes kind behaviours in her home. For example, children develop good manners and thank their friends for helping. Children learn they can make their own choices and also take turns with others.

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The provision is good

All children make good progress in their learning. The childminder's home is very well resourced and organised. This encourages children to be independent in their learning. The childminder follows children's interests and introduces new themes through planned activities. She notices needs in children's learning and makes plans with her co-childminder to meet these. This helps to ensure that no children fall behind.

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The provision is good

Children have fun playing together in the garden, such as they splash with delight in a 'puddle' in a bowl. The childminder encourages children to compare shells with carrot shapes as they explore leaves and pine cones in the outside kitchen. Children enjoy celebrating with their friends as they collect coloured stones in a container. Furthermore, the childminder provides children with many experiences outside of the setting, such as trips to a local farm. She uses these experiences to support children's learning and development and expand their knowledge of the wider world around them.

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need to do better?

n The childminder has a very good understanding of child development. She understands how to identify what children need to learn next and includes this in her activities. For instance, children investigate minibeast models after seeing larvae and ladybirds in the park. However, the childminder does not consistently consider how to adapt her curriculum further to support younger children more consistently. This means, on occasion, younger children's development is not fully supported through engagement in purposeful learning. n Children develop their mathematical development skills very well. The childminder has a focus on children's development in this area. She consistently uses mathematical language with children to enhance their learning. For example, she encourages children to fill jugs and cans with water to wash sit-in cars. The childminder asks children questions about whether the jugs are 'full' or

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need to do better?

'empty'. Children then use this language in their play. At snack time, the childminder encourages children to count strawberry pieces in their bowl.

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need to do better?

9 June 2025 n The childminder understands that it is important for children to lead healthy lifestyles. She talks to children about healthy eating and provides nutritious and home-cooked meals. For example, children learn the names of different fruits and vegetables when the childminder points to a poster near the lunch table. She teaches children about hygiene and how to make sure that they are safe from germs. The childminder provides plenty of opportunities for children to be outdoors and be physical in the day. Children explore local wooded areas and use a range of equipment at local parks to develop large physical skills. n The childminder supports children's communication and language through a variety of activities. She introduces children to new vocabulary through their play. Children happily sing and enjoy listening to stories. Children show a love of books and retell stories through pictures. All children help the childminder with

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need to do better?

daily tasks and routines. They help to tidy away their toys and set up activities. The childminder offers children praise and encouragement when she leaves part of a task for them to do themselves, such as moving small chairs at snack time. n The childminder promotes respectful relationships. She prompts children to show good manners and is quick to praise them when they say please and thank you, or they help each other. The childminder support children's social and communication skills very well. n Parents and carers speak positively about the childminder. They appreciate the care and nurturing environment that the childminder provides for their children. Parents comment that the childminder creates strong bonds with children that help them to thrive. They feed back that their children make good progress with the childminder's 'home-from-home' nurturing approach, especially in their communication and social skills.

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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 adapt the curriculum more precisely for younger children to help them to consistently take part in purposeful learning.

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Setting details

Unique reference number EY429673 Local authority Ealing Inspection number 10388242 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 7 Date of previous inspection 3 July 2019

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Information about this early years setting

The childminder registered in 2011 and lives in the London Borough of Ealing. She works with another registered childminder. The childminder offers care from 7.30am until 6pm, Monday to Wednesday, all year round. She 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 inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector listened to children to find out about their time at the setting. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the provision in writing with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

9 June 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 June 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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