Childminder 116066

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 build positive relationships with the childminder, who is welcoming and interactive. She knows children well and plans her curriculum to support all children to reach their full potential. Children are highly motivated learners. When the childminder introduces activities to children, they cheer with excitement and show an eagerness to take part. Children remain focused in activities for extended periods of time.

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The provision is good

The childminder speaks passionately about providing opportunities for children to explore the outdoor environment. Children enjoy spending plenty of time outside. They learn to care for the environment around them. For example, children spend time watering the flowers that they planted themselves. They join in with a range of different activities that support them to develop their physical skills. For example, the childminder supports and encourages children to balance on the obstacle course. She supports children to further develop their skills by encouraging them to complete the obstacle course while balancing bean bags.

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The provision is good

The childminder praises children as they achieve a task. This supports children to develop their self-esteem. The childminder supports children to manage their behaviour. The childminder has developed a consistent approach which ensures that children understand what is expected of them. For example, she consistently uses visuals to support children. The childminder supports children to share and take turns. With encouragement, children show an understanding and respond well to this.

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need to do better?

n The childminder plans a curriculum to support children to develop and achieve. She speaks passionately about preparing children for their future education. The childminder explains how she encourages children to develop their independence skills. For example, children have opportunities to cut their own fruit during snack time. n Children have opportunities to develop their communication and language skills. The childminder is a good role model. She consistently communicates with children. The childminder asks questions and children respond to these. However, on some occasions, the childminder does not provide children with opportunities to further explore conversations. For example, at times, the childminder mainly uses closed questions. n Children have opportunities to listen to stories being read to them. The childminder reads a story about animals and introduces children to different animals. Children join in with singing 'Old MacDonald Had a Farm'. They show

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need to do better?

excitement, laughing and smiling as they take part. This supports children to

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need to do better?

30 July 2025 develop a love for reading. n Children learn about emotions. They look at a selection of different images and identify the different emotions that they can see. The childminder further extends children's understanding by explaining emotions that children cannot identify. This supports children to begin to recognise their own emotions and feelings. n Children have opportunities to extend their mathematical awareness. They spend time speaking about mathematical concepts. For example, the childminder speaks to children about the 'longest' piece of material as they stretch these across the garden. n Children enjoy exploring musical instruments. They march around the garden as they create different sounds. This gives children opportunities to express themselves. n During activities, the childminder is interactive. When children encounter a problem, she offers suggestions. For example, when children push spaghetti into

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need to do better?

play dough, they find that the spaghetti does not always stand straight. The childminder offers solutions by suggesting that they use 'shorter' pieces of spaghetti, without giving children to work this out themselves. This means that children do not always have opportunities to solve problems for themselves. n Parents and carers share positive views of the setting. They support the childminder's views about children spending time outdoors. Parents explain how they feel their children benefit from experiences provided within the outdoor environment and local areas. n The childminder encourages children take part in sorting activities. For instance, children sort different images into colours. This supports children to develop their understanding as they learn to categorise objects. n The childminder reviews her practice. She reflects and looks at adaptions and changes that can be made. This helps her to further enhance her setting.

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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.

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should:

n explore techniques and ideas to support children to further extend their conversational skills n provide opportunities for children to problem solve for themselves.

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Setting details

Unique reference number 116066 Local authority Hounslow Inspection number 10408083 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 4 Date of previous inspection 24 January 2020

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Information about this early years setting

The childminder registered in 1997. She lives in Brentford in the London Borough of Hounslow. The childminder operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder provides government funded childcare. She holds a relevant early years qualification at level 3.

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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. 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 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

30 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

30 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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