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 Good

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The provision is good

Children are happy and settled, and are making good progress in their learning and development. The childminder gets to know the children individually. Children form affectionate bonds with the childminder in this safe and nurturing environment. This helps her to assess and plan according to children's interests and what they need to learn next. Children respond to the childminder's positive approach. Children are keen learners and are gaining high levels of self-esteem.

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The provision is good

Children behave well. They enjoy the warm praise offered by the childminder. For example, children smile widely as she praises their achievements, such as independently putting the train track together. The childminder is a positive role model which helps children to understand positive behaviours they should display. Children are developing their independence, as they feed themselves and learn to take shoes and coats off on returning home after a trip to the local common.

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The provision is good

Children learn about the world around them. They benefit from taking part in lots of local activities, such as visiting the local common, mud-play activities or playgroups within the community. This helps children to feel part of their local community. Children develop language skills in a variety of ways with the childminder, including attending regular music activities to develop their listening skills.

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need to do better?

n Children benefit from a well-planned, sequenced curriculum across all areas of learning. The childminder follows children's interests and has a clear understanding of what children need to learn next. She checks on children's understanding and recall. She regularly assesses the children's progress and development to identify gaps and next steps. n The childminder realises the opportunities young children missed during the COVID-19 pandemic. She therefore focuses her curriculum on supporting children's personal, social and emotional development and developing their physical skills. For example, she spends time at outdoor group activities, such as sports activities, for children to build confidence and develop socially. This helps children to settle quickly and feel emotionally secure. The childminder wants children to learn to be independent and further develop their social skills in preparation for their next stage in their learning.

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need to do better?

n Children have fun with the childminder, who is very involved in their play. She chats freely to them, offering a running commentary about what is happening. She regularly introduces new words, rhymes and songs. Children's language is developing well, including those with English as an additional language. n The childminder provides some learning opportunities to teach children about

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need to do better?

11 May 2023 various cultures and traditions. However, she has not yet fully explored how to help children learn about the similarities and differences between themselves and others. n The childminder skilfully teaches mathematical language as the children play. For example, she talks to the children about the different sizes as they explore various fire vehicles. Children learn about number as they count how many carriages they have added to each train as well as which is the longest. The childminder introduces mathematical language such as 'longer' and 'shorter' as children build the train track. n Parents speak very highly of the childminder. They say they receive up-to-date information about their child's learning and progress. Parents say their children are happy and developing well and that the childminder cares for them well. However, although the childminder actively supports the transition to other

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need to do better?

settings children attend, she does not share information about children's progress with the settings. Therefore, children do not have continuity of learning. n The childminder demonstrates a clear commitment to improving her knowledge and skills. She has completed a variety of mandatory training courses. She considers her provision and self-evaluates her practice. She has a good understanding of her strengths and areas for improvement. She engages parents' feedback through regular discussions, and uses these as part of her evaluation process.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder remains up to date with safeguarding training. She has a well- rounded understanding of a variety of issues that would give her cause for concern. The childminder is secure in her knowledge of the procedures to follow in order to refer any child protection concerns. The childminder risk assesses her home and outings she undertakes, to identify and minimise potential hazards. This helps to ensure that children are kept as safe as possible. Children learn about their own safety as she gently reminds children to take care on the steps. Children learn about road safety during walks to and from outdoor activities.

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should:

n enhance opportunities for children to learn about differences between themselves and others in society, to strengthen their awareness of diversity.

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Setting details

Unique reference number EY487187 Local authority Wandsworth Inspection number 10285436 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 4 Number of children on roll 3 Date of previous inspection 5 October 2017

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Information about this early years setting

The childminder registered in 2015 and lives in the London Borough of Wandsworth. She offers her service during term time only, from 9am to 6pm from Monday, Wednesday and Thursday. She is also available if required during some school holidays. The childminder holds a relevant childcare qualification.

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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 provider and has taken that into account in their evaluation of the setting. n The childminder and the inspector completed a learning walk together and discussed the early years curriculum. n The inspector observed the quality of care and education being provided, indoors and outdoors, and assessed the impact this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request, including records of paediatric first aid and public liability insurance.

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Inspection activities

11 May 2023 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

11 May 2023 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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