Childminder in Wandsworth

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are happy, confident and enjoy their time with the childminder and her assistants. Children develop strong attachments with their key person and their friends. They choose and select resources to follow their interests. For example, younger children who enjoy role play can easily access their favourite toys, such as pretend food, a vacuum cleaner and dressing-up clothes. They enjoy using their imagination enacting things they see adults in their lives do. Children thrive in the setting. They are engaged and motivated to take part in activities.

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The provision is good

Children's early communication skills develop well. They enthusiastically sing songs and nursery rhymes and enjoy story times. They learn new vocabulary, for instance, when the childminder asks older children, 'Why do we have to drink water?', they respond, 'To be hydrated'. Children enjoy a wealth of activities in their local community. For example, they visit local shops, soft-play areas and parks to get ample fresh air and exercise. Children respond well to the childminder and her assistants, who are good role models and have high expectations. Children use good manners, for example, they remember to say, please and thank you. Their behaviour is good.

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need to do better?

n The childminder carries out activities to enhance children's early literacy skills. Older children skilfully use tongs and scoops to pick up ice cubes. This helps children to develop the small muscles to prepare them for handwriting. Although the childminder understands how children develop, the organisation of larger group activities, at times, hinder children's abilities to learn. n Children have ample opportunities to develop an understanding of the wider world. They learn about different traditions and the cultural and religious festivals of each other and those in their community. For example, in March they made Marti bracelets, which is an ancient Greek custom to celebrate the beginning of spring. n The childminder has a positive attitude to the continuous professional development of herself and her assistants. They have completed numerous online courses and are in the process of completing an early years level 3

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need to do better?

qualification. All of which helps to develop their knowledge and skills. n Mathematics is part of everyday activities. The childminder encourages children to count for a purpose and to name colours and identify shapes. Older children confidently count the number of ice cubes they have in their bowl. In addition, children use scales and a battery operated till in the role-play area. They learn to weigh objects and recognise numbers. n The childminder works closely with her assistants to observe and monitor children's development successfully. They use information gained to identify

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need to do better?

7 December 2021 children's next steps in learning and plan to help them make good progress. The childminder creates a curriculum and uses themes to help implement an enjoyable educational programme. For example, she effectively links the current snowman theme, to encompass Christmas songs and arctic animals, to help reinforce learning. n Older children have limited opportunities to tend to their personal care needs. For example, sometimes their independence is not encouraged during their everyday routines and experiences. n Partnerships with parents are effective. The childminder, along with her assistants, keeps parents regularly informed about their child's progress and welfare. For instance, parents each have a personal login to the online system to access their child's photos and assessments, alongside the childminder's policies. This also helps to promote consistency in children's learning. Parents are very

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need to do better?

complimentary about the service provided. They highly value the learning opportunities offered daily. n The childminder creates a print rich environment. Children gain skills to support them with early reading. For instance, they recognise what their names look like on their chairs. The childminder and assistants sound out the letters in children's names as they try to read them. Children are well prepared for the next stage in their learning and the eventual move to school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants have a good understanding of the signs and symptoms of abuse. They understand what to do if they have a concern about a child's welfare. The childminder knows what to do in the event that an allegation is made against herself or her assistants. All staff regularly complete training courses to refresh their safeguarding knowledge. Effective risk assessments help the childminder to keep children safe. The childminder and her assistants are alert on outings. Children wear high-visibility vests and learn about road safety. This all helps to keep children safe.

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should:

n review the organisation of larger group activities to ensure children's attention is focused on learning n provide more opportunities for the older children to practise their self-care skills to help increase their independence.

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Setting details

Unique reference number 2517449 Local authority Wandsworth Inspection number 10207939 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 9 Number of children on roll 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019. She works with a co-childminder and assistants in the London Borough of Wandsworth. She offers her service from, 8am to 6pm, all year round.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector around the areas of her home that are used by children and explained how she supports children's learning and development. n The inspector carried out a joint evaluation of an activity and held discussions with the childminder. n The inspector observed the interactions between the childminder and her assistants with children and assessed the impact on children's learning. n Parents shared their views through written documentation and the inspector considered these. n The inspector reviewed documents, including those relating to first aid, insurance, and the suitability of adults.

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Inspection activities

7 December 2021 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

7 December 2021 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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