Childminder 138605

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 settled in the childminder's home-from-home environment. They confidently ask questions and enthusiastically share their experiences, such as what they have been doing during the holidays. The childminder is calm, patient and nurturing. She implements a flexible routine that meets each child's individual needs and helps them feel safe and secure. Children enjoy spending time with her and readily seek her out to share activities. During singing, children express their affection by saying, 'I love you.' This highlights the strong and trusting bonds they have formed with the childminder.

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The provision is good

The childminder encourages children to be confident and kind and to develop skills for life. She supports children to learn social skills through visits to local toddler groups, meeting with other childminders and organising outings. This helps children build strong friendships and they can easily relate to other people. For example, they delight in telling friends they have a 'surprise' for them. Children squeal with anticipation and giggle with excitement as they are shown a fish.

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The provision is good

The childminder has high expectations for children's behaviour. For example, she reminds them to tidy away toys before starting a new activity. Children of all ages join in and follow these instructions with ease. This helps them learn to respect their environment and develop an understanding of right and wrong.

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need to do better?

n The childminder knows the children very well and uses this knowledge to plan an exciting and purposeful curriculum. For example, she provides a range of activities based on sea creatures after the children's recent visit to the aquarium. Younger children enjoy 'fishing' with magnetic rods, smiling with joy as they catch an octopus or fish. Older children delight in exploring books about sea animals. They eagerly tell visitors about the puffer fish and how it inflates to scare predators away. However, the childminder's curriculum for teaching children about their own and others' cultures is not yet fully developed. This does not support children to learn about their similarities and differences. n The childminder is an excellent role model for children. She is enthusiastic and cheerful, introducing new activities with energy and delight. Her enthusiasm inspires the children, who approach play and learning with positive attitudes. For

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need to do better?

example, they eagerly remind her to bring the food colouring to explore water with jugs. This zest for learning fosters their curiosity and encourages them to be active, inquisitive learners. n The childminder provides a language-rich environment for children. She consistently engages in back-and-forth conversations, introducing new vocabulary. For example, as young children play with sand, she introduces words

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need to do better?

20 August 2025 such as 'scooping'. Children happily babble in response and begin to practise speech sounds. This approach supports the development of strong communication and language skills. n The childminder supports older children to prepare for school in a variety of ways. For instance, she offers plenty of activities to strengthen their hand muscles ready for writing, such as cutting with scissors, drawing, water and sand play and using play dough. The childminder talks regularly with children who are moving to school about their new teachers. They excitedly share with visitors which school they will attend. However, current systems for sharing information with other settings that children attend or the schools they will go to are not yet fully embedded. This affects the continuity of children's learning. n The childminder is proactive in her professional development. She attends a wide range of courses to enhance her practice. Her teaching skills are

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need to do better?

exemplary, and she adapts them easily to suit children's different ages and stages of development. For example, she asks older children open-ended questions, such as what they think will happen when they mix coloured water, while supporting younger children with simple language such as 'squeeze' as they play with pipettes. This approach helps children learn at their own developmental stage. n Parents speak highly of the childminder and praise her nurturing approach. They appreciate the regular updates about their children's learning and development. The childminder sends ideas to support learning at home, such as breathing techniques to help children regulate their emotions. This helps parents to support their children's development even further. Parents say it is a homely setting where children love to come.

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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 develop partnerships with schools and other settings that children attend to promote continuity in care and learning n help children learn about their own cultures and traditions to support their understanding of their own and others cultures.

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Setting details

Unique reference number 138605 Local authority Hillingdon Inspection number 10399331 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 9 Date of previous inspection 28 November 2019

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Information about this early years setting

The childminder registered in 2000 and lives in West Drayton, in the London Borough of Hillingdon. The childminder holds a relevant childcare qualification at level 3. The childminder provides government-funded early years education for all eligible children.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. 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

20 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

20 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

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