Purdy, Vicky Ann

Inspection date

Previous inspection date 15 January 2016 12 July 2010

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Outstanding 1

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This provision is good

 The childminder has a good understanding of child development. She completes precise assessments of children, and tracks and plans for their progress thoroughly. Children make good, and in some aspects outstanding, progress in their learning.  The childminder plans and provides a wide range of exciting and interesting activities to support children's understanding of the world. For example, they go up to London to observe street artists, river traffic and visit museums, and take magnifiers to the woods so they can observe small creatures up close.  The childminder secures very strong partnerships with parents. She fully involves them in her assessment and planning processes for children's individual needs, and helps them extend their children's learning further at home.  Children's well-being needs are exceptionally well met by the childminder. They engage in a great deal of physical exercise, especially outdoors, enjoy healthy food and quickly

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This provision is good

develop strong social and independence skills.  The childminder has a strong commitment towards continuous improvement. Overall, she makes good use of self-evaluation to identify and target areas for improvement.

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It is not yet outstanding because:

 The childminder, at times, misses opportunities to support children in representing and developing their own creative ideas. For example, sometimes she provides pre- prepared templates rather than letting children do things for themselves.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 encourage children to represent and develop their own ideas more when engaged in creative activities, to help them achieve their full potential.

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Inspection activities

 The inspector observed children engaged in activities and the childminder's interactions with them indoors.  The inspector discussed the childminder's practice with her, including the impact of her teaching methods, and use of observation and assessment to support children's progress.  The inspector sought and took account of the views of parents.  The inspector sampled a range of documentation relating to safeguarding, children's progress and well-being, and the childminder's suitability and self-evaluation process.

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Effectiveness of the leadership and management is good

The childminder reflects on her practice and children's progress very well overall. For example, she helps very able young children to extend on their early writing, mathematical and independence skills well. The childminder monitors her practice and provision to show how she can improve outcomes for children. For example, she has extended her play space and resources inspire children's interests further. She seeks and completes training to prepare for possible future needs and to increase her knowledge. For example, she has increased her awareness of how to identify and support children with autistic spectrum disorders, and speech and language delay. Safeguarding is effective. The childminder is extremely conscientious about safety and robustly assesses risks. Her knowledge and understanding of the procedures to follow if she is concerned about a child's welfare is secure.

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Quality of teaching, learning and assessment is good

Children thoroughly enjoy their play and learning. The childminder provides effective support and a wide range of high-quality resources to help inspire them in their learning. For example, she makes baskets of everyday items that all look and feel different and are accessible for them to explore. The childminder engages babies in lots of action rhymes to encourage their listening, attention and language development. The childminder builds on children's learning well. She involves children in setting up activities so they see the whole process and to build their intrigue. For example, she encourages children to add water to cornflour followed by food colourings during exploratory messy play. Children show their fascination at the changes that occur as the mixture changes from stiff to runny and as a marbling effect emerges as the colours run into each other.

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Personal development, behaviour and welfare are outstanding

Children quickly form exceptionally strong emotional attachments to the childminder and each other. They help themselves to resources, enthusiastically tidy up toys, and confidently express their needs and feelings, such as when tired. Young children are amazingly kind and protective towards the babies. They are extremely conscientious about ensuring babies cannot reach and choke on small items. They put on their own coats, seat themselves on the toilet using steps, and competently manage zips and buttons. Children enjoy learning about diversity and celebrating different customs, such as Eid and Christmas, and talk proudly about their own ethnicity.

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Outcomes for children are good

Children make good progress from their starting points. Young children quickly develop key skills to prepare them well for their transfer to nursery school. They have strong listening and attention skills, speak clearly and are confident, sociable and inquisitive.

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Setting details

Unique reference number EY403359 Local authority Wandsworth Inspection number 831245 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 7 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection 12 July 2010

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Telephone number

The childminder registered in 2009. She lives in Southfields, in the London Borough of Wandsworth. The childminder works Monday to Friday, throughout the year.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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