Childminder 118029

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 arrive at the setting enthusiastically. They are happy and well settled within the environment. Children show strong connections with the childminder. The childminder knows children well. She knows their likes, dislikes and abilities. Children make good progress within their development.

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The provision is good

The childminder speaks confidently about the curriculum that she plans for children. She explains how she focuses her teaching on children's communication and language development. The childminder explains how she feels that it is important for all children to be able to share their wants and needs. She supports children to extend their vocabulary by introducing new words. For example, she introduces the words 'reflex', 'hammer' and 'thermometer', as children explore the pretend doctor's equipment. This supports children to develop and enhance their vocabulary.

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The provision is good

Children behave well. They demonstrate good manners. Children say 'please' and 'thank you' independently throughout sessions. Children also ask permission to leave the table during mealtimes. The childminder supports this by role modelling. She helps children to understand what is expected of them by explaining the rules of the setting. For example, the childminder explains to children that they need to use quiet voices inside and can use loud voices outside.

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need to do better?

n The childminder explains how she supports younger children to make progress in their physical development. She provides opportunities for children to pull themselves up onto equipment and begin to take steps. Children explain how they have opportunities to ride cars in the garden. Inside, the childminder encourages children to spend time dancing. She plans these activities to support all children to develop their physical skills. n The childminder is passionate about children developing their communication and language skills. When reading stories, the childminder introduces new words to children and asks questions throughout. Parents and carers support these views. They share how the warm and caring childminder supports children to express themselves confidently. n The childminder explains how she supports children to develop their social skills. She is part of a childminding group and takes children to regularly meet up with

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need to do better?

others for social events. This provides children with opportunities to socialise and supports them to make new connections and friendships. Within the setting, children play together well. They demonstrate close friendships and share play ideas. n Children learn about the world around them. They spend time playing with the

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need to do better?

31 July 2025 doctor's equipment and learning about different professions. The childminder explains different concepts to children. For example, she explains and demonstrates how to use different tools. This supports children to develop their understanding. n Children spend time exploring their emotions. The childminder uses a book about a monster with props to help to develop their understanding. The childminder explains the word 'scared' and introduces the word 'fear' to children. When children show they are upset, the childminder says, 'I can see your upset, can you tell me'? This supports children to understand their own feelings and emotions. n On some occasions, the childminder moves from one activity to another quite quickly. For example, she talks to children about travel. She explains that when flying on an aeroplane they will need a passport. The childminder uses children's passports when explaining this concept. Children show high levels of focus and

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need to do better?

remain interested in exploring the passports. However, the childminder moves the activity on. This means that children do not have time to fully explore the learning opportunities before moving on to the next. n Children enjoy taking part in a variety of role-play opportunities. For example, they spend time making pretend drinks at the cafe. The childminder uses these experiences to support children to develop their imagination skills. n Children have opportunities to complete tasks for themselves. The childminder uses phrases such as, 'I knew you could do it'. This supports children to develop their independence skills and self-esteem. n The childminder is reflective. She can identify areas that she feels she excels in. The childminder recognises the areas that she would like to extend upon. n Parents explain how the childminder completes a gentle settling-in process. They say she really gets to know children's personalities, interests and routines. This

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need to do better?

supports children to feel secure within the setting.

p.3

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 provide children with enough time to fully explore learning opportunities.

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Setting details

Unique reference number 118029 Local authority Ealing Inspection number 10398827 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 12 November 2019

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Information about this early years setting

The childminder registered in 1997. She lives in the London Borough of Ealing. She operates all year round, from 7.30am to 5.30pm, and from 7.30am to 4.30pm on Friday, except for bank holidays and family holidays. The childminder provides government funded childcare. She holds an 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, with a particular focus on communication and language. 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

31 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

31 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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