Childminder 2516248

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 form secure relationships with the childminder, who is kind and gentle. They lead their own learning and make choices about what they want to play with. Children feel safe and confident to explore the activities on offer. They go to the childminder for cuddles when they feel they need it. As a result, children gain confidence in their abilities. For example, they persevere when trying to blow and make a sound with a recorder.

p.2

The provision is good

Children play with a variety of resources that are appropriate for their age and stage of learning. For instance, children explore different instruments, engage in small-world play with cars and explore toys that introduce them to technology. Children also show a keen interest in looking at books and turn the pages independently.

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The provision is good

Children behave well for their age. The childminder observes children closely. She notices any changes in their behaviour and promptly supports them. Children learn to share toys and take turns. They also begin to build close relationships with their friends and look after each other. For instance, children hold hands, give each other hugs and help each other up after putting on their shoes.

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need to do better?

n The childminder strives for positive outcomes for children. She offers a curriculum which has a firm emphasis on the prime areas of learning. Children make good progress from their starting points in development. For example, children who have recently learned to walk show good control and coordination when walking, running and climbing. n The childminder follows children's interests. She sparks their curiosity and motivates them to learn effectively through modelling. For instance, children focus and watch quietly, and then copy the childminder after she shows them how to arrange blocks beside each other, and stack them on top of each other. n The childminder tracks children's progress through observations and helps them to work on their next steps in learning. For instance, children learn how to be kind, develop their creative skills and share resources as they role play in the pretend kitchen area.

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need to do better?

n The childminder places a high priority on promoting children's communication and language skills during her interactions. Children make good progress in this area. The childminder provides a language-rich environment by giving children a narrative as they play, and by reading stories and singing songs. Children babble and try to copy the childminder as she speaks. n Children are highly motivated and consistently demonstrate positive attitudes as they play and learn. This supports the progress they make in their learning. For

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need to do better?

6 June 2022 example, children focus and persevere as they stack rings to make a tower. n Overall, children's independence skills are progressing well. Children drink from a beaker, begin to learn how to blow their nose and pull back the straps before trying to put their shoes on. However, they do not consistently have opportunities to consolidate newly developed skills, such as feeding themselves with a fork. n Children get plenty of fresh air and exercise daily at the local park where they have opportunities to develop their physical skills. For instance, children climb up stairs when using the slide. They also go to a local group regularly, which helps to build their confidence in new situations and develop their social skills further. n The childminder is able to reflect on her practice so that she can improve outcomes for children. She values the support that a representative of the local authority has provided for her. For example, the childminder has changed her

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need to do better?

indoor environment so that children can play and explore safely, and with more freedom. n The childminder has some resources that reflect the wider community and she helps some of the children in her care learn about their backgrounds. For instance, the childminder cooked children a special meal for Eid. However, children do not consistently learn about similarities and differences between each other and people in their wider community, to help prepare them for life in modern Britain. n Partnerships with parents are good. Parents report positively about the childminder's caring and flexible approach. The childminder ensures that all parents have daily updates about their child's learning. She offers parents weekly meetings to discuss their children's progress and next steps in learning in more detail.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her role in keeping children safe. She has a good understanding of the signs that may indicate a concern about children's welfare, including abuse and extremism. The childminder knows the procedures to follow to report any concerns of this nature. She ensures that she keeps children safe when they are on outings. For example, the childminder keeps a close eye on them at the park and gives them support if they need it with climbing.

p.3

should:

n give children consistent opportunities to develop all their self-help skills n help all children learn about similarities and differences between each other and people in their wider community, to help prepare them for life in modern Britain.

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Setting details

Unique reference number 2516248 Local authority Wandsworth Inspection number 10207922 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in the London Borough of Wandsworth. She offers her service all year round from 7am until 6pm, Monday to Friday. The childminder holds a relevant childcare qualification at level 2.

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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 her evaluation of the provision. n The childminder showed the inspector around areas of her home used by children, and explained how she supports children's learning and development. n The inspector observed the quality of interactions between the childminder and children, and assessed the impact of these on children's learning. n The inspector reviewed documents. These included children's learning records, relevant policies and evidence of the childminder's professional development. n The inspector considered the written views of parents as part of the inspection.

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Inspection activities

6 June 2022 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

6 June 2022 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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