Childminder EY336960

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 enjoy the time that they spend at the setting. They show confidence as the childminder warmly welcomes them on arrival. The childminder plans an ambitious curriculum that supports children to achieve and develop. For example, she is passionate about children having opportunities to explore real-life experiences. She explains how she takes children to the local supermarket. Children spend time selecting ingredients. They then use these ingredients to make different recipes, such as pasta sauce. This gives children opportunities to actively engage in hands-on experiences and learn about the world around them.

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The provision is good

The childminder gives children opportunities to make decisions for themselves. She values their ideas and opinions. For example, the childminder asks children what fruit they would like to eat and what story they would like to read. Children also decide if they would like to play inside or outside. Children have opportunities to complete tasks for themselves. They spend time cutting their own fruit at snack time. This supports children to develop their independence skills.

p.2

The provision is good

The childminder supports children to understand what is expected of them. She reinforces the setting's rules. Children learn about making good choices. For example, they express how it is a good choice to ask their peers if they can use a toy. They independently use their manners, such as by saying 'please' and 'thank you' throughout the session.

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need to do better?

n The childminder encourages children to achieve everyday tasks independently. For example, when children ask for help taking off their jumpers, the childminder encourages them to try for themselves. She praises children, which supports them to develop their self-esteem. n Children have opportunities to develop their communication and language skills. The childminder asks questions throughout sessions. This gives children opportunities to develop their conversational skills and express themselves. Children also join in with singing songs and reading stories. This supports children to develop and enhance their vocabulary. n Children behave well within the setting. The childminder speaks passionately about children learning how to behave in a positive way. She explains how she teaches children about road safety. This is supported by parents, who express how the childminder teaches children right from wrong, using a positive

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need to do better?

approach. n The childminder completes mandatory training. However, she has not explored training around supporting children's mathematical development further. At times, she does not extend children's learning in this area. For example, children

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need to do better?

5 August 2025 participate in mathematical activities and show confidence selecting numbered bees. They then place these in the correct order. However, children are confident, find this easy and complete the activity independently. This does not help children to further their mathematical understanding. n Children enjoy story time. They spend time with the childminder exploring different books. They actively listen to the story of 'What I Love About Me'. This gives children opportunities to foster a love for reading. The childminder asks questions throughout story sessions, relating to what is being read. For example, she asks children what they enjoy doing. This gives children opportunities to express themselves and share their likes and dislikes. n Children have opportunities to learn about feelings and emotions. The childminder supports children to explore this topic by asking questions. For example, the childminder asks why the child in the images is sad. This gives

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need to do better?

children opportunities to explore the feelings of others and what could potentially make them feel this way. However, on some occasions, when the childminder introduces concepts to children, she does not consistently do so in a way that supports their understanding. Children show that they are confused. For example, when exploring books around emotions, children show confusion learning about a variety of different feelings. n Children have opportunities to take part in role-play activities. They enjoy playing with the doctor's equipment. The childminder role plays bandaging children's arms and talks about broken bones. Children look at different x-ray images to support their understanding. This gives children opportunities to develop their imagination skills. n The childminder is reflective. She explains how she reflects on her practice. The childminder can identify her strengths as well as areas that she would like to

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need to do better?

develop. She identifies her strengths as being able to adapt her practice to meet the needs of each individual child.

p.3

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 explore training opportunities to further extend children's mathematical development n develop strategies to introduce concepts in a way that supports children's understanding.

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Setting details

Unique reference number EY336960 Local authority Hillingdon Inspection number 10407819 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 3 Date of previous inspection 20 January 2020

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Information about this early years setting

The childminder registered in 2006 and lives in Hayes, in the London Borough of Hillingdon. The childminder operates all year round, from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. She provides government funded childcare.

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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 and carers 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

5 August 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

5 August 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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