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 are happy and comfortable in the childminder's home. They move freely around and choose how they want to play. Children learn how to be kind and to play cooperatively with one another. The childminder plays alongside children and reminds them about good behaviour. Children behave appropriately for their age. They are learning to take turns and to share resources. Children anticipate what they will be doing next, which shows they are familiar with the routines. The childminder provides children with lots of praise and encouragement.

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The provision is good

Children are keen to learn. They concentrate well on things that interest them. For example, at story time, children are excited to listen to 'The Very Hungry Caterpillar', as the childminder makes the story as interactive as possible using props to aid the storytelling so that all children are fully engaged. The childminder explains the meaning of a range of new words as children play, such as 'cocoon' from the story. Even the youngest children experiment with new words learned and can be heard repeating them over and over. Later, children recap on the details of the story, talking about the fruit eaten by the hungry caterpillar as they eat snack. The childminder promotes children's communication and language skills effectively.

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need to do better?

n The childminder focuses her curriculum on developing children's communication and language skills and their social interactions. She uses her knowledge of children's starting points to organise and plan the curriculum and the learning environment. She uses information from parents when children join the setting to plan for children's next steps and individual learning goals. n The childminder is exceptionally calm and patient, encouraging children of all ages to play together. She clearly enjoys their company, laughing and joining in with them at all times. All children benefit from the childminder's skilful differentiation of activities and opportunities. For example, she ensures that the very youngest children are completely involved in play. n The childminder focuses on supporting children's literacy skills by linking planned activities to familiar stories. For instance, children thread wooden food beads

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need to do better?

onto string and then check the 'hungry caterpillar' book to see if they have the same items as in the story. These opportunities help to further develop children's early literacy and love for books. n Children are encouraged to be independent. For example, they know that they need to wash their hands before eating or after visiting the toilet. The childminder helps children understand expectations around behaviour. She role models good manners, such as saying please and thank you. Children are supported to take care of their toys and tidy up. n The childminder supports children to understand the world around them. She

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need to do better?

10 June 2025 takes time to explain concepts and ideas with children, and they regularly explore their local community. The childminder plans activities to reflect some cultural festivals and seasonal celebrations, such as Chinese New Year. However, opportunities for children to gain knowledge about similarities and differences between themselves and others in communities and families beyond their own are not yet fully developed. n The childminder ensures that her interactions with children promote their communication and language skills. Children explore books and enjoy singing along to familiar nursery rhymes. The childminder asks children lots of questions, supporting them to use their spoken language. In response, children also ask lots of questions. This enhances their language and understanding and supports them to be inquisitive learners. n The childminder provides opportunities for children to sing, dance and enjoy

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need to do better?

rhymes and books at the setting. However, they do not consistently have as many opportunities to explore books in different environments, including the local library, for example. n Partnerships with parents are strong. Parents speak highly about the quality of care and education the childminder provides. They explain that the support and feedback they receive is good, and the childminder communicates well about their children's day, learning and development through messages and photo updates. Parents explain how children settle quickly and form strong bonds with the childminder after their induction.

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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 extend learning experiences to help children to understand and value similarities and differences between themselves and others in the community and wider world n expand opportunities for children to experience books in different environments to support their developing literacy even further.

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Setting details

Unique reference number EY456844 Local authority Hillingdon Inspection number 10388738 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 6 Date of previous inspection 25 July 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Ruislip, in the London Borough of Hillingdon. She operates Monday to Thursday from 7.45am to 6.30pm, all year round. The childminder provides government-funded childcare for eligible children.

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Inspection activities

n The childminder showed the inspector the areas of her home used for childminding. She explained how she provides a safe and suitable learning environment and caters for children's individual needs. n The inspector observed a range of routines and activities to help evaluate the quality of education and the impact on the children's learning. n The childminder ensured that relevant documents were available for the inspector to view. n The inspector took account of parents' written feedback. She also observed and spoke to children to help assess their experiences in the setting.

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Inspection activities

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

10 June 2025 10 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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