Childminder EY405570

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

The childminder provides a safe and welcoming space for children. She understands that children thrive and learn best when they feel secure. Therefore, she prioritises their emotional well-being and provides them with lots of attention. The childminder ensures that she shares her kind and nurturing approach to childcare. Children benefit from this and show that they are very happy and comfortable in the childminder's home. They seek cuddles and reassurance from the childminder when needed and enjoy her playful interactions. They also snuggle up and listen to storybooks read by the childminder. The childminder has high expectations for all children. For instance, she teaches them to be polite and kind to others and provides lots of praise for positive behaviour. This helps children to understand the rules and boundaries in place, such as helping to tidy up. Their behaviour is consistently good.

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The provision is good

The childminder provides a broad curriculum to support all areas of learning and prepare children for starting school. For example, there is a strong focus on promoting children's independence and teaching them to manage their own personal care. This supports children to feel confident about tackling new experiences and challenges. They approach tasks, such as putting on their shoes, with positivity and determination.

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need to do better?

n Parents speak highly of the quality of care the childminder provides. They feel that information sharing is a real strength. Parents receive regular information on their child's development, next steps in learning and how they can support children's learning at home. This all helps to maintain continuity in supporting children's development. n The childminder understands the importance of teaching children about similarities and differences beyond their own experiences. Therefore, she prioritises teaching children about the wider world in her curriculum. For instance, the childminder provides children with activities to learn about different cultures. In addition, she regularly plans outings, such as trips in the local community, to support their development. This enhances children's social experiences and prepares them for life in modern Britain. n The childminder offers a variety of experiences for children to build their physical

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need to do better?

skills. She provides children with activities to dance and practise moving in different ways. For example, children practise scooping sand into a bucket and fix cubes together to build a tower. Children are making good progress in their physical development. n The childminder incorporates opportunities for children to develop their mathematical awareness into daily activities. Children count routinely as part of

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need to do better?

2 September 2025 their play and they talk about size. This helps children to use mathematical language with an understanding of the concepts of number and size. n The childminder has a good understanding of how to support children's communication and language. Children are given opportunities to share their ideas and ask questions to gain clarity. The childminder builds on what children say by expanding on their sentences. She also repeats back to children the correct grammar and tense when needed. This means that children develop their vocabulary and make good progress in their speech and language. n The childminder teaches children about healthy lifestyles. She talks with them about eating well and being active. They learn that exercise and nutritious foods are good for their health. The childminder provides balanced meals and snacks and follows children's dietary needs with care. These early experiences help

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need to do better?

children make healthy choices. They also learn good hygiene routines, such as washing their hands after playing outside, and begin to develop awareness of oral health. n The childminder has developed an ambitious curriculum for the children who attend. She gathers useful information when children start at her setting and uses this to plan their learning. She knows the children well and can explain what they can do, what she wants them to learn, how they will achieve this and why. n The childminder is reflective of her own practice and ensures that her mandatory training is up to date. However, she has not yet explored wider professional development to extend her knowledge of changes in legislation and guidance relevant to her childminding practice. The childminder acknowledges that she needs to attend further training to develop her knowledge and skills further.

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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 focus professional development opportunities to further strengthen knowledge of teaching, learning and current legislation, ensuring practice continues to benefit children's outcomes.

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Setting details

Unique reference number EY405570 Local authority Harrow Inspection number 10398341 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 16 October 2019

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Information about this early years setting

The childminder registered in 2010. She lives in Pinner, in the London Borough of Harrow. She operates all year round from 9am until 5pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3. She accepts government funding for eligible children.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that 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 communicated with the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum is implemented and the impact 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

2 September 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

2 September 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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