Carpenter, Carole

Carpenter, Carole

Unique reference number (URN): EY261076 Address: 112 Islip Manor Road, Northolt, Middlesex, UB5 5ED Type: Childminder Registered with Ofsted: 12/06/2003 Registers: EYR, CCR, VCR Registered person: Carpenter, Carole

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children build strong foundations that prepare them very well for the next stage of their education. All children, including those who are disadvantaged, make remarkable progress from their starting points. They become confident, independent learners and persevere as they tackle and solve problems in their play. For example, children prepare food independently using a range of age-appropriate tools safely and effectively.

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Achievement Strong standard

Children confidently express themselves and use their rapidly expanding vocabulary as they engage in playful conversations with the childminder. They benefit from a rich learning environment, indoors and outdoors, where they deepen and broaden their knowledge by exploring, investigating and participating in activities that develop creativity and critical- thinking skills. Children consistently demonstrate high levels of concentration and an eager curiosity.

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Achievement Strong standard

The childminder has well-established and effective links with local schools, which ensures that children flourish when they move on to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a nurturing environment where warm, respectful relationships help children feel safe and secure. Children use the childminder's name, express their thoughts, ask questions, and eagerly engage in play, whether initiating it or accepting invitations from others.

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Behaviour, attitudes and establishing routines Strong standard

The childminder embeds routines effectively so that children transition smoothly through the day, creating a consistently calm and purposeful atmosphere. She interacts with children in warm, thoughtful ways and shows genuine care, offering a positive role model. The childminder helps children learn about taking turns and sharing. For example, during children's play, she asks, 'Is it fair that you have all the treasure?' This helps children develop empathy and understand the back-and-forth nature of negotiation in friendships. When children lose focus, the childminder responds swiftly and sensitively, using her knowledge of children's individual needs to re-engage them or offer an alternative, such as a snack or a nap.

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Behaviour, attitudes and establishing routines Strong standard

The childminder makes excellent use of positive praise. This encourages children to take pride in their achievements. For example, they beam with pride when they successfully put their wellies on the correct feet without any help. This helps children build resilience and fosters positive attitudes to learning for the future.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents and carers to promote regular, punctual attendance. She understands each family's context and, where required, puts tailored plans in place to remove barriers. This proactive approach ensures that children benefit fully from the curriculum and daily routines.

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Children's welfare and wellbeing Strong standard

The childminder is passionate about providing an environment where children feel safe and ready to learn. She ensures that her policies and practices reflect the high priority she places on children's wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder is nurturing and professional in her approach to building very positive relationships with children and families from the start. For example, she engages with parents and carers to support a secure and personalised settling-in process. This means children and their families develop close and meaningful bonds with the childminder, creating a sense of belonging and helping children thrive.

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Children's welfare and wellbeing Strong standard

Children develop positive habits and display good manners as part of their daily routine. For example, they explain that they wash their hands before eating to remove germs and say 'please' and 'thank you' without being prompted. The childminder always prioritises children's emotional and physical wellbeing. Her care practices are highly effective in meeting children's individual needs. Children who face barriers to learning experience inclusive and nurturing care that enables them to participate fully in activities and make excellent progress in their development and wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder successfully promotes children's understanding of physical development, personal safety and good health. Children learn how to make healthy choices, including caring for their teeth, and develop an increasing awareness of how to look after themselves. Everyday routines, including sleep, feeding and weaning, are flexible and responsive to children's individual needs. This consistent and personalised approach helps children feel settled and secure, supports strong attachments and promotes confidence and independence.

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Curriculum and teaching Strong standard

The childminder has a clear vision for children's learning and achievement. She offers a highly personalised curriculum that covers the 7 areas of learning. The childminder assesses children's progress systematically and uses this knowledge to ensure that learning builds in a clear sequence. This means she is acutely aware of children's next steps and takes every opportunity to teach them. For instance, the childminder frequently revisits and integrates the early concepts of 'big' and 'little' into activities and routines throughout the day.

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Curriculum and teaching Strong standard

The childminder places a high priority on children's communication and language development, interacting skilfully with them throughout the day and introducing new vocabulary wherever possible. For example, when playing pirates, the childminder talks about 'treasure' and 'jewels'. The child reflects this language and says, 'I have all the treasure' and 'I've got the purple jewel.' The childminder is equally effective in promoting children's mathematical development, creating opportunities for counting and exploring wider concepts, such as shape and volume, during play.

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Curriculum and teaching Strong standard

There is a clear, well-targeted focus on promoting children's personal, social and emotional development. The childminder recognises these areas are essential for preparing children for the next stage of learning and plans a range of activities in the local community, including visits to soft play and joining a singing group at the local library. Through these experiences, children learn about different lifestyles and cultural celebrations. The childminder also provides opportunities for children to develop physical skills in her garden and by exploring local parks.

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Inclusion Strong standard

The childminder creates a warm and highly supportive environment where children's individuality and uniqueness are valued and celebrated. Robust assessment systems swiftly identify any barriers to learning. The childminder uses her extensive knowledge of individual children to implement highly personalised support plans. For example, children attend a local football group, which helps them understand rules, make friendships, and build physical skills and confidence.

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Inclusion Strong standard

The childminder implements highly effective strategies to engage parents as partners in their child's learning. She regularly updates parents with information and ideas to support children's learning at home, such as favourite stories with hand-knitted characters to enhance engagement. The childminder has cared for most children since they were babies and maintains contact with older siblings, meaning she knows families extremely well and can celebrate successes or provide support when needed.

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Inclusion Strong standard

The childminder uses early years pupil premium effectively, in consultation with parents and other professionals, to provide resources that support shared learning at home. This targeted use of funding enables families to engage more fully in their child's learning, ensuring consistent support both in the setting and at home.

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Inclusion Strong standard

The childminder engages in regular training and updates designed to extend and develop her knowledge and expertise, ensuring that she can support children effectively in overcoming any barriers to their learning.

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Leadership and governance Strong standard

The childminder continuously reflects on and evaluates her provision, which demonstrates her commitment to delivering a high-quality curriculum tailored to children's individual needs. She regularly adapts planning and resources to meet children's changing interests and sustain enjoyment and engagement in learning.

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Leadership and governance Strong standard

The childminder remains current with sector developments and actively sources and participates in various training courses and webinars, which she implements in her practice. This ensures that children have the best possible opportunities to learn and achieve. The childminder is also proactive in sharing her considerable knowledge and expertise with others, such as providing information about how to access speech and language support at a local playgroup.

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Leadership and governance Strong standard

The childminder establishes effective and collaborative partnerships with parents, fostering warm and trusting relationships while ensuring that they are consistently informed about their children's experiences and developmental progress. She provides parents with guidance and resources to support learning at home. Feedback from parents is highly positive. They express appreciation for the quality of care provided and the progress their children make, particularly in talking and using words. The childminder works effectively with other key professionals, such as the local authority. These professional relationships, along with ongoing communication with parents, help her ensure that each child experiences the best start in life.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children thrive and display confidence in the care of this warm and friendly childminder. She knows all her children and their families very well, often caring for the children from a very young age. As a result, she has an excellent understanding of each child's personality, likes, dislikes and current fascinations.

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What it's like to be a child at this setting

The childminder gathers information from parents about their children's specific needs at the outset, which helps children settle in smoothly. Children form secure bonds with the childminder, regularly approaching her for reassurance and cuddles or to share their thoughts, feelings and ideas throughout the day.

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What it's like to be a child at this setting

The childminder organises the provision exceptionally well to meet children's needs and makes very effective use of all available space, including the outdoor area. She demonstrates an ongoing commitment to professional development and continually improving her provision by applying knowledge gained from training. She provides a wide range of high-quality, age-appropriate resources that successfully engage children and stimulate their curiosity. As a result, children remain highly motivated and deeply engaged in their learning throughout the day. This means all children, regardless of any barriers to learning, achieve very well from their starting points.

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What it's like to be a child at this setting

The childminder uses the environment purposefully to support learning. She provides visual cues that assist children in selecting activities specifically designed to align with their next steps in learning. The childminder has also embedded highly effective routines that enable children to develop independence skills at an early age. These, along with her consistently kind and empathic approaches and positive behaviour management, ensure that children develop a strong sense of belonging.

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What it's like to be a child at this setting

The childminder's caring ethos, strong partnerships with families and unwavering dedication to children's welfare create a joyful, respectful environment where every child feels valued and is able to flourish.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder during the inspection and observed practice.

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About this inspection

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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Address:

112 Islip Manor Road Northolt Middlesex UB5 5ED

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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