Childminder in Hammersmith and Fulham

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 enjoy their time with the childminder and this is reflected in the way they behave. For example, they play happily and cooperatively with each other, demonstrating positive attitudes to learning. Children's self-confidence is developing well. They are helped to feel safe and secure, which supports their emotional well-being effectively. The high expectations for children's language development have a good impact on their overall learning. For instance, it encourages the youngest children to babble and smile with excitement. Older children gain confidence in listening and speaking. There is a good provision for children to learn outdoors. This benefits children's all-round development well, including their social skills. On the day of the inspection, the childminder takes children to a nature reserve. Children gain confidence as they practise their walking and running skills in different terrains. They show enjoyment as they chase each

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The provision is good

other energetically up and down a willow tunnel. Children observe birds and other wildlife intently. They use binoculars to help them view things from afar. Children make meaningful observations, such as 'ducks fly' and 'otters are sleeping'. These experiences contribute towards raising children's awareness of their surroundings and the natural world. Children make good progress in their learning and development.

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need to do better?

n The childminder observes and assesses children's learning closely. She plans the educational programme based on what children know, can do and their interests. For example, when the childminder observes that children enjoy putting things together, she provides them with toy bricks to build on their interest. Children demonstrate good levels of concentration. During play, the childminder weaves in counting skilfully to aid children's awareness of numbers. n The childminder is good at supporting children's communication and language skills. She speaks clearly and repeats words to extend children's vocabulary. In addition, the childminder makes effective use of books and songs to teach children new words. She does this well, which prompts children to smile and giggle. For instance, children have lots of fun as they hold hands and pretend to 'row a boat'. n Younger and older children enjoy imaginary play, caring for soft toys and

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need to do better?

pretending to prepare meals. Together with the childminder, they chop up vegetables using wooden toys. The childminder engages children in meaningful conversations to keep them motivated to play. However, the childminder has not fully explored how to extend children's imaginations and role play. n The childminder has a calm and gentle approach to managing children's behaviour. She models positive behaviour and reminds children to use polite words. This helps children to behave well. Children receive lots of praise and

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need to do better?

30 January 2020 encouragement for their efforts and achievements. This has a positive impact on children's personal, social and emotional development. n The childminder keeps parents well informed of their children's progress. Parents comment that they are happy with their children's achievements. They praise the childminder's good standards of care and teaching. n The childminder completes training and observes practice of other professionals to improve her knowledge and skills. For example, while volunteering at a school, she learned how to engage children in storytelling more successfully. Consequently, children develop a love of books. The childminder recognises the need to gain further knowledge so she can support children's fine motor skills more effectively. n The childminder evaluates her provision regularly and seeks, and acts on, the views of parents and other professionals to raise the standards. This is

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need to do better?

demonstrated in how she has reviewed the storage for indoor resources to increase children's independence skills. As a result, children are beginning to make decisions about their play.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is vigilant in her supervision of children. For example, she ensures that children are always within her sight and hearing, including when they are on an outing. Children learn how to judge risks and keep safe, such as by avoiding slippery surfaces. There are rigorous risk assessment procedures in place for the setting and any outings, to help keep children safe. The childminder knows how to identify any safeguarding concerns, including the indicators of extreme views and behaviours. She has a secure understanding of the action she must take to protect a child's welfare.

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should:

n increase opportunities for children to develop their imaginations and role play further n review professional development plans to support children's fine motor skills more effectively.

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Setting details

Unique reference number EY432734 Local authority Richmond Upon Thames Inspection number 10074887 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 2 Total number of places 6 Number of children on roll 3 Date of previous inspection 28 January 2016

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Information about this early years setting

The childminder registered in 2011 and lives in the London Borough of Richmond Upon Thames. She offers her service from 8am until 6pm Monday to Thursday, all year round. The childminder holds a childcare qualification at level 3.

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Inspection activities

n The inspector observed children's play during indoor activities. She accompanied the childminder and children on their outing. n The inspector looked at a sample of documentation, including the childminder's suitability checks, first-aid qualifications and training records. She also looked at children's learning records. n The inspector spoke with the childminder and engaged with the children at appropriate times during the inspection. n The inspector spoke with parents to gain their views about the service. She sampled written feedback, references and cards from parents.

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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

30 January 2020 30 January 2020 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

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

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