Childminder EY496075

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 show that they develop warm relationships with the childminder and her co-childminder, who work together well. Children's communication and language are supported well. They make choices about what to do and learn how to interact with others in positive ways. The childminder and her co-childminder use visual displays, sign language or props to support children's understanding or to help them choose what to do or sing. This helps children to engage well in activities. Children enjoy frequent visits and outings, for example to the local park or playgroups. This helps to further extend their learning. Children build friendships and develop their social skills as they meet new friends and interact with others. Children benefit from the shared approach that the childminder and her co- childminder promote with parents. This supports continuity of children's care and learning and contributes to successful toilet training. Very occasionally, some

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The provision is good

children find it difficult to settle into learning at schools that they attend. The childminder is less effective at sharing strategies she successfully implements to address their individual learning needs with school teaching staff. Toddlers have good opportunities to practise their emerging mark-making skills. They begin to recognise and sequence numerals from an early age. Children demonstrate that the teaching strategies used by the childminder and her co-childminder are effective.

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need to do better?

n The childminder and her co-childminder are effective key persons. They demonstrate consistently positive interactions and build warm relationships with children and parents. Children respond well to the childminder's encouragement and caring approach. n Overall, the childminder and her co-childminder help children to develop the positive attitudes and behaviour that they need to succeed at school. Children access resources independently, express their ideas and respond well to instructions. n Children demonstrate good communication skills from an early age. The childminder and her co-childminder provide good opportunities for children to practise their speaking skills and interact with others. Children frequently sing songs and rhymes, share stories and learn sign language together. n The childminder and her co-childminder acknowledge cultural events and festivals with children, such as Diwali and Chinese New Year. They encourage

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need to do better?

children to dance and move their bodies to music from around the world. This contributes to children's understanding of other cultures, communities and traditions. n Parents receive good support to engage with children's learning. For example, the childminder and her co-childminder share information with them about different ways to encourage writing and counting at home. Parents are

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need to do better?

20 February 2020 encouraged to take resources home and children's achievements are shared and celebrated. n The childminder works well with her co-childminder to check that assessments of children's learning are accurate. Technology is used to help share information about children's learning with parents. This effective partnership working also helps to identify and address any potential gaps in children's learning. n The childminder and her co-childminder make good use of opportunities in the local community to support children's learning. For example, she encourages children to develop their mathematical awareness as they go on shopping trips. Children count money, sort food items and recognise numbers in the local environment. n The childminder provides healthy and nutritious snacks that reflect the dietary needs of children. Children develop independence, for example when they help to prepare tables before eating. The childminder does not make the most of

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need to do better?

opportunities to help children understand the benefits of what they eat and the importance of making healthy food choices. n Communication with teaching staff at schools that children attend is not fully effective. At times, information about how children learn best is not shared sufficiently well by the childminder, and some children find it more challenging to engage in learning when they are at school. n The childminder and her co-childminder provide effective support to the assistants that they occasionally use. They take account of safer recruitment guidance, although arrangements to check the ongoing suitability of staff could be further strengthened.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her co-childminder are aware of the potential risks posed to children, including exposure to extreme views and the unsafe use of technology. The childminder and her co-childminder know where to seek safeguarding support and advice and share their safeguarding knowledge with assistants. They understand how to respond if concerns arise about a child's welfare, or if an allegation is made against them, an assistant or a family member. The childminder and co-childminder have appropriate arrangements to help keep children safe. They demonstrate that they implement policies, such as the administration of medicine and dealing with accidents, effectively. The childminder and her co- childminder assess risks on the premises and when on outings and visits.

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should:

n extend children's understanding of how to make healthy food choices and

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should:

20 February 2020 develop healthy lifestyles n strengthen the arrangements to check that staff remain suitable for their roles.

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Setting details

Unique reference number EY496075 Local authority Wandsworth Inspection number 10076574 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 8 Date of previous inspection 22 June 2016

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Information about this early years setting

The childminder registered in 2015 and works from the home of another registered childminder in Tooting, in the London Borough of Wandsworth. The childminder operates all year round from 6.30am to 7pm, Monday to Friday. She holds a relevant early years qualification at level 2. The childminder occasionally works with an assistant.

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Inspection activities

n The inspector discussed with the childminder how she supports children's learning and development. n The inspector observed the quality of interactions between the childminder, her co-childminder and children, and assessed the impact of these on children's learning. n The inspector discussed teaching and learning following a children's activity. n The inspector looked at relevant documentation, including children's records, documents relating to children's safety and health, and evidence of the suitability of persons living and working on the premises.

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Inspection activities

20 February 2020 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

20 February 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

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