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 Met

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The provision is good

Children from all backgrounds and abilities feel welcome and build warm relationships with the childminder, who is attentive and caring. This supports children's emotional well-being effectively. Children play happily and confidently. They explore the well-resourced home corner areas, supporting their creativity and imagination. Children benefit greatly from having spontaneous cuddles and warm interactions within the setting. This helps children to behave well.

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The provision is good

Children respond positively to the high expectations for their learning. For example, they show good concentration as they sing along to nursery songs and listen to stories. Children have regular access to the outdoor environment. They learn how to play safely with a wide range of malleable materials, such as water and sand. For instance, children receive gentle reminders of what to do with sand during play. There are regular opportunities for children to visit places in the local area, such as parks and community gardens. These learning opportunities develop children's understanding of their surroundings. Children also participate in a wide range of activities that help raise their awareness of the wider world. Various cultural and religious events, such as Thanksgiving and Diwali, contribute to children's understanding of diversity.

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need to do better?

n The childminder observes and assesses children's learning well to ensure they make good progress. For example, children's progress is strongest in communication and language development. This is because the childminder speaks clearly, uses gestures and repeats words to build on and extend children's vocabulary. Children, including those who speak English as an additional language, are becoming strong communicators. n The childminder liaises with other childcare professionals to develop her teaching skills. For example, after talking to another childminder, she has increased her knowledge of how to support children's physical skills more effectively. However, she acknowledges that she does not focus precisely on her professional development to raise the quality of teaching even further. n Children are gaining strong independence skills and they manage age- appropriate tasks, such as at snack and mealtimes. However, on some

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need to do better?

occasions, routines lack flexibility, which mean that children become disengaged with their learning. Consequently, children's learning and enjoyment are not fully supported. n The childminder is a good role model for children and promotes positive behaviour at all times. She encourages children to use polite words, such as please and thank you. Children respond well to this. n The childminder enables children to make good use of the learning

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need to do better?

4 August 2022 environments, which motivate them to play. Children of different ages particularly enjoy being in the garden, using the climbing equipment and watering the plants. They also have fun making watermarks on the fence wall, encouraging their literacy and physical development. During sensory play, children hear words, such as 'full' and 'empty', which promotes their understanding of early mathematical language. n The partnership with parents is good. This benefits children well because their parents have opportunities to share information about their learning and care needs. The written feedback from parents is very positive. For example, one parent wrote that they have no worries leaving their child because they know they are in good hands. n Children are learning fully about healthy lifestyles. They enjoy nutritious snacks and meals and benefit from regular fresh air and exercise. Children know to

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need to do better?

wash their hands before and after eating. They, particularly the older children, understand the importance of looking after their health and well-being. n The childminder teaches children about the language of feelings. For instance, during group time, she encourages children to express their thoughts and emotions, raising their emotional literacy. In response, young children clap their hands enthusiastically and the older ones say they are 'happy'. These opportunities enable children to express themselves freely and safely. n The childminder sends out questionnaires to parents to seek their views on the quality of the provision. She is currently exploring other ways to maximise parents' involvement in the self-evaluation process.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is fully aware of basic and wider safeguarding issues. She can identify indicators of potential child abuse or neglect, including signs of radicalisation. The childminder knows what action to take should she have any concerns about a child's welfare. She carries out risk assessments regularly to ensure children play in a safe and secure environment. Children receive good levels of supervision from the childminder. They are learning how to identify and manage risks effectively, such as when out walking and using public transportation.

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should:

n make more effective use of professional development and focus precisely on developing teaching to the highest level n review the organisation of the daily routines to ensure that children's learning and enjoyment are fully supported.

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Setting details

Unique reference number EY475296 Local authority Hammersmith & Fulham Inspection number 10219811 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 2 Date of previous inspection 23 August 2016

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Information about this early years setting

The childminder registered in 2014 and lives in the London Borough of Hammersmith & Fulham. She offers her service from 8am until 6pm, Monday to Friday, all year round, except family holidays. The childminder holds a childcare qualification at level 3.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the setting. n The inspector viewed the areas used for childminding and held discussions with the childminder about the environment, resources and safety. n The childminder explained to the inspector how she plans and implements the early years curriculum during the learning walk. n The inspector read written questionnaires from parents to seek their views on the quality of the provision. n The inspector observed children's play, indoors and outdoors. She engaged with the children at appropriate times during the inspection.

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Inspection activities

4 August 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

4 August 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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