Childminder EY277538

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 in the setting. They show that they are eager to attend as they arrive smiling and laughing. The childminder enthusiastically greets children. She shows an extremely caring nature. She is animated and expressive when interacting. Children respond well to this and demonstrate positive connections with the childminder. For example, they happily approach her throughout sessions. Children feel safe and secure in the setting. They confidently explore the different areas and equipment that are available to them.

p.2

The provision is good

Children generally behave well in the setting. The childminder consistently encourages children to use manners, such as saying 'please' and 'thank you'. She also supports children to understand what is expected of them by singing songs. For example, she sings, 'Tidy up, put it away, ready for a different day', to encourage children to tidy up after themselves.

p.2

The provision is good

Children enjoy mark-making opportunities. They use a variety of resources to create different marks. The childminder supports children to expand on their learning by encouraging them to label the images that they create. For example, she spends time encouraging children to identify emotions when taking part in a drawing activity.

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need to do better?

n The childminder expresses a passion towards mathematical development. She explains that she would like to encourage children to enjoy mathematics as they grow older. She introduces numbers from a young age in a fun and enjoyable way. For example, children count as they jump up and down. This supports children to develop their understanding of numbers. n Children have opportunities to develop their vocabulary. The childminder introduces a range of words to children. Children independently explore books and stories. They comment on the pictures as they turn the pages one at a time. The childminder uses the correct names for dinosaurs as they explore the images together. This supports children to develop their communication skills and enhance their vocabulary. n There is a strong focus on children developing their independence skills in the setting. Children are consistently given opportunities to complete tasks. They

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need to do better?

pick which fruits they would like to eat at mealtimes and cut these for themselves. They also attempt to cut their toast, saying, 'I am strong', as they do this. This supports children to enhance their self-help skills. n The childminder consistently supports children to problem-solve. For example, when children ask for help, the childminder encourages them by saying, 'Can you show me how?' Children respond well to this. This develops children's

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need to do better?

21 July 2025 problem-solving and thinking skills. n Although children behave well, the childminder is not always consistent in her approach. For example, on some occasions when children do not respond to instructions, the childminder will speak to them and support them to follow the instructions given. However, on other occasions, she does not always do this. This means that children do not experience a consistent approach. n The childminder has a good understanding of the seven areas of development in the early years foundation stage. She knows children well. She spends time collecting information about children when they first start at the setting and uses this information to support children to make progress. n The childminder is reflective. She reviews her own practice and can identify areas of strength as well as areas that she would like to improve on. She can describe adaptions she has made to her practice and the impact these have had.

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need to do better?

n Parents are positive about the support that the childminder offers to them. They highlight the extra guidance that they have been given with regards to toilet training. Parents comment on how children are happy and confident in the setting. n During some learning opportunities, the childminder explores several topics with children. On some occasions, this can distract children, and they then struggle to remain focused. For example, during a planting activity, children were mainly interested in exploring the soil. However, the childminder continued to introduce different learning topics, which resulted in children becoming distracted and moving around the garden, showing less focus.

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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 develop a consistent approach to behaviour management in order to promote positive behaviour n strengthen the planning and focus of activities to support children to remain focused in learning opportunities.

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Setting details

Unique reference number EY277538 Local authority Ealing Inspection number 10394669 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 1 Date of previous inspection 19 September 2019

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Information about this early years setting

The childminder registered in 2003 and lives in Chiswick, in the London Borough of Ealing. She operates Monday to Thursday, from 8am to 6pm, all year round.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about children's learning and development with a particular focus on mathematical development. n The inspector spoke with the childminder about the leadership and management of the setting. n The inspector observed the interactions between the childminder and the children. 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 July 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 July 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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