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 have close, strong bonds with the childminder and settle happily in her care. She knows and values each child highly and takes time to find out about their interests. The childminder ensures that activities reflect children's current interests so that they enjoy learning. She has high expectations of children, who behave well. The childminder manages their behaviour by explaining why some behaviour is not acceptable and helps children to find a fair resolution. Children learn to share and take turns when, for instance, they build with construction sets or play board games.

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The provision is good

The curriculum is varied and interesting, and children make good progress. Children have good physical skills. For example, the childminder takes children to local parks, where they have a range of opportunities to learn to balance, jump and climb. They develop good small-muscle control by, for instance, using paintbrushes to create pictures and manipulating play dough to make models. Children gain good mathematical skills. For example, they pair and match items according to colour and sing number songs and rhymes to learn how to count. The childminder uses mathematical language, such as 'long' and 'short', to support children's understanding of length. The childminder provides healthy routines for children, such as daily physical challenges to promote children's good health, as well as nutritious meals and snacks.

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need to do better?

n Children learn about the world around them. For instance, the childminder takes children to the local common to observe and talk about ducks, snails and other creatures. She points out changes in weather and seasons and discusses this with children. n The childminder teaches children about difference effectively. For example, she provides a wide range of toys and resources, such as puzzles, dolls and play people, that reflect different races and cultures. The childminder reads books to children that have characters from various religions and cultures. n The childminder helps children to gain good communication, language and literacy skills. For instance, she takes children to the local library song-and- rhyme sessions and to browse through books. The childminder uses flash cards of everyday objects to teach children new words. n The childminder supports children's creative development well. For instance, she

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need to do better?

provides play dough for children to create their own models. Children use different tools and materials to draw and paint pictures. n Children learn how to do things for themselves. For instance, they learn how to peel fruit at snack time, and the childminder teaches children how to put their shoes and socks on. Children help to tidy up when they have finished playing.

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need to do better?

3 November 2023 n Children behave in safe ways. For example, the childminder teaches children to walk indoors and how to use furniture appropriately. She teaches children how to act with care and caution when they cross the road. The childminder teaches children how to use tools safely, such as scissors. n The childminder has good partnership working with parents. She provides them with daily updates on children's well-being and progress. The childminder works closely with parents to support children's development, such as weaning or potty training. n The childminder is committed to improving her skills and knowledge. For instance, she visits useful websites for childminders to obtain current information on early years matters. The childminder meets with other childminders regularly to exchange ideas for best practice. n The childminder evaluates her work regularly and sets goals to build ongoing improvement. For example, she plans to attend a training course on how to

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need to do better?

support children with special educational needs and/or disabilities. n The childminder has begun to teach children about how to keep their teeth and gums healthy. For example, she talks to them about the need to brush their teeth regularly. However, this has not been developed to support children's awareness more fully. n The childminder sometimes teaches children about a few emotions, such as feeling 'happy' and 'sad'. However, this not been fully developed to cover a wider range of emotions to support children's understanding further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder ensures that her home is regularly cleaned to reduce the risk of infection. She checks all parts of her home, toys and resources to reduce the risk of hazards. The childminder has good safeguarding knowledge. She knows the signs to be alert to that may indicate that a child is at risk of abuse. The childminder understands the procedures to follow to report her concerns to protect children from harm. She attends training to update her safeguarding knowledge.

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should:

n develop children's awareness of the importance of good oral hygiene further n develop children's understanding of different feelings to further support their understanding of themselves and others.

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Setting details

Unique reference number EY461867 Local authority Wandsworth Inspection number 10308411 Type of provision Childminder

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Registers

Early Years Register, Compulsory 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 27 March 2018

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Information about this early years setting

The childminder registered in 2013. She lives in Wimbledon, in the London Borough of Wandsworth. The childminder provides care for children from Monday to Friday, 8am to 6pm, all year round, and is closed on public bank holidays.

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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 inspector observed an activity and evaluated this with the childminder. n During the inspection, the inspector spoke to the childminder and children at appropriate times during the inspection. n The childminder talked to the inspector about how she organises her provision and her curriculum intent while the inspector viewed the premises. n The inspector viewed some documentation and held a discussion with the childminder. She read written feedback from the children's parents.

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Inspection activities

3 November 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

3 November 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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