Dix, Anja

Inspection date

Previous inspection date 21 January 2016 7 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 Good 2

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This provision is good

 The childminder reflects and evaluates her practice, and uses this knowledge to drive improvements in her setting. This helps her to improve outcomes for children.  The childminder monitors children's progress effectively through a variety of ways, including observation. She generally identifies areas for support well and puts the relevant plans in place. Children make good progress from their starting points.  The childminder knows the children very well and adapts her practice effectively to accommodate each child's individual needs.  The childminder role models good behaviour and tolerance; this helps to encourage children to become respectful of others.  The childminder has an effective partnership with parents. She shares information with parents to help provide continuity in children's care and learning.  The childminder prioritises her professional development and continues to look at ways

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This provision is good

to increase her knowledge. She uses what she learns to develop her practice and help her teach children more effectively.

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It is not yet outstanding because:

 The childminder does not always make the most of all opportunities to promote children's understanding of numbers and counting during their play and daily routines.  The childminder does not consistently make use of opportunities to build on children's growing independence skills.

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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

 develop more opportunities to build on children's understanding of numbers and counting  make the most of opportunities to build on children's growing independence as they begin to want to do things for themselves.

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Inspection activities

 The inspector observed interactions between the childminder and children.  The inspector conducted a joint observation with the childminder.  The inspector sampled documentation, including planning, children's development records, and policies and procedures.  The inspector took the written and verbal views of parents into account.  The childminder gave the inspector a tour of the premises.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of what to look out for and who to contact if she has a concern about a child's welfare. She follows robust policies and procedures. She reviews new safeguarding practices and shares these with parents. The childminder effectively reviews and addresses any hazards in her home and the environment to minimise risks. The childminder monitors children's progress and seeks the views of parents to decide how to plan for the next steps of children's learning and to drive improvements for the setting. For example, when parents advise her that their children really enjoy playdough at home, the childminder incorporates this into her planning to continue their learning. The childminder prepares children for school in a number of ways, for example, by singing rhyming songs and beginning letter recognition.

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Quality of teaching, learning and assessment is good

The childminder provides a wide range of resources, including a variety of toys that reflect cultural diversity. She has effective processes in place to monitor children's progress. She identifies any gaps in learning and puts plans in place to address them effectively. The childminder uses a variety of methods to encourage speech. For example, she reads stories to young children using gestures and facial expressions, and adds words to extend vocabulary for older children. Children are making good progress in their communication and language skills. The childminder role models good behaviour and speaks to children in a calm and quiet way. She teaches manners, such as 'please' and 'thank you', and children are beginning to demonstrate an awareness of others' feelings. For example, an older child praises younger children for their good behaviour.

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Personal development, behaviour and welfare are good

Children are happy during their play and interactions with the childminder. They build strong emotional attachments to the childminder. She praises and reassures them to build on their confidence and self-esteem. The childminder teaches children about routines. For example, she sings songs to help young children to identify when a change is going to happen. The childminder promotes healthy eating and healthy lifestyles in a number of ways. For example, after attending a recent training course she uses her improved knowledge to provide more nutritious meals. Children benefit from visits to the library, park and other groups. Children learn to share and take turns with the support of the childminder. Children develop physically and have opportunities to build on this, for example, as they play on large equipment, such as a climbing frame, outside.

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Outcomes for children are good

All children are making good progress from their starting points. They develop and learn the skills that help them in the next stage of their learning and in readiness for school.

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Setting details

Unique reference number EY404905 Local authority Wandsworth Inspection number 831341 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 6 Number of children on roll 3

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Telephone number

The childminder registered in 2010. She lives in the London Borough of Wandsworth. She operates Monday to Thursday, from 7.30am to 5pm, term time only. She has a recognised childcare qualification at level 3.

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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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