Childminder EY542009

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 well-organised home. They take part in a wide range of meaningful activities that foster independence and curiosity. For example, they help set the table for snack time and fetch their own chairs. The childminder's teaching skills are strong. She gives children choice and a voice in daily routines. They decide when to join activities, which songs to sing and where to eat their snack. This helps them feel valued and secure and gives them a strong sense of belonging.

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The provision is good

The childminder has high expectations for behaviour and gently reminds children of these. She models turn-taking while playing balloon games, helping children to learn how to share with their friends. Children respond well and jump with joy as they reach high to catch the balloon. They have extremely positive attitudes towards play and learning.

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The provision is good

The childminder promotes children's communication and language very well. Children respond with excitement to her lively singing and eagerly join in. She skilfully leaves gaps in familiar rhymes, encouraging them to fill the missing words. Children happily repeat the familiar phrases they know and sit for long periods of time choosing their favourite rhymes. This supports children's growing vocabulary and confidence in speaking.

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need to do better?

n The childminder knows all children very well and has a detailed understanding of their needs. She works closely with parents and carers to gather information about each child's routines, care needs and developmental starting points. This allows her to meet their needs from the start and ensures a smooth transition. Children form positive relationships with the childminder and settle quickly. n The childminder has created a well-planned curriculum to support each child's interests and learning needs. For example, she notices when children need to develop new skills, such as jumping with both feet. The childminder provides activities such as balloon hopping and action rhymes to encourage this next step. At times, however, the focus of some activities drifts from the intended learning objectives. This limits opportunities for children to effectively build on what they already know and can do. n The childminder offers children lots of interesting and exciting experiences. For

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need to do better?

example, children enjoy collecting water in pipettes. They enjoy the new activity and smile as they achieve this. The childminder recognises when children struggle and gently helps them by repeating words, such as 'squeeze'. This helps children to engage in activities across all areas of learning. n Children show strong motivation and persistence when faced with challenges.

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need to do better?

29 August 2025 They focus intently as they sort puzzle pieces to find the correct fit. The childminder acts as a positive role model, encouraging them with phrases like, 'when we try, we succeed'. Children smile with joy when they complete the sequence, and the childminder celebrates with a 'high five'. This supports children to engage in activities for extended periods and persevere. Helping children take pride in their own achievements. n The childminder offers a wide range of activities to introduce early mathematical concepts. Children enjoy catching pretend fish while counting, singing number rhymes and choosing the colour of their scarf. Children develop a good understanding of numbers and know their colours confidently from a young age. This supports their readiness for school when the time comes. At times, however, the childminder does not always give children enough time to think and respond. This limits opportunities for children to use their critical thinking skills.

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need to do better?

n The childminder builds strong partnerships with parents. She shares information consistently to support learning at home. For example, the childminder provides parents with practical tips on developing children's communication and language skills. Parents value her guidance and feel involved in their child's progress. This collaborative approach helps children thrive and ensures learning is supported, both at home and in the setting. n The childminder focuses her professional development on meeting the needs of the children in her care. She collaborates with other childminders to share ideas and improve her practice. She also keeps up to date with local authority guidance, which helps her reflect on her work and identify areas for development. The childminder's care and education she provides are continually improving.

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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.

p.3

should:

n focus more intently on the identified learning intentions for children during activities to fully support their progress n give children time to think and respond when asking questions to allow them to develop their critical thinking skills even further.

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Setting details

Unique reference number EY542009 Local authority Hillingdon Inspection number 10398594 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 2 Date of previous inspection 31 October 2019

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Information about this early years setting

The childminder registered in 2017. She lives in the London Borough of Hillingdon. She is open from 7.30am to 6.30pm, Monday to Friday, including bank holidays. The childminder holds a relevant early years qualification at level 3. She offers government funding for early years children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. 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

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

29 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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