Yong, Kum Chong

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

The childminder plans ambitious opportunities for children to spend time outside in the well-equipped garden. Children play on the large climbing equipment and wheeled toys. Babies explore the outside world as they learn to walk. They navigate paving slabs, slide down the slide and play hide and seek with the childminder. All children learn to take appropriate risks in their play. Children gain confidence. They develop physical strength and self-esteem as they explore.

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The provision is good

Children are happy. They have warm relationships with the childminder as they go to him for reassurance and cuddles. The childminder spends time getting to know individual children. He plans activities that interest and excite the children. The childminder teaches children to take turns and play alongside their friends. Children understand the expectations on them. They listen and respond to the childminder. Children behave well.

p.2

The provision is good

The childminder plans activities that help children to build on existing skills as well as learn new ones. He gives the children choices about what they want to do next. Children feel listened to and valued. They are motivated to explore and practise the challenging activities on offer. Children learn a wide range of skills and knowledge. They are well prepared for the next stage of their education.

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need to do better?

n The childminder plans a curriculum that aims to help children to become good citizens. He wants children to learn values and kindness. The childminder role models how to listen, share and take turns. He gives children lots of praise and encouragement. Children know it is okay to get things wrong. They are prepared to tackle increasingly tricky activities. They understand that this helps them to learn. n The childminder regularly carries out assessments on the children. He shares this information with parents. The childminder uses this information to plan suitably challenging activities for all children. Children reach their developmental milestones. n The childminder understands that some children have gaps in their learning. He works alongside external agencies to learn about how he can provide additional support where required. The childminder works with experts where appropriate to seek additional help for individual children. Children with special educational

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need to do better?

needs and/or disabilities are well supported. n The childminder speaks to the children in positive ways. He supports children to learn new vocabulary and use it in their play. On occasion, the childminder does not always repeat new words or clarify meanings when children do not understand fully. Children are not always able to gain fluency at the highest

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need to do better?

5 April 2024 levels. n Care practices are effective. The childminder is nurturing towards the children. He encourages them to express their needs and responds in a timely manner. Children are relaxed and happy. The childminder role models how to be kind to others. Children behave well. n Parents are happy with the care that children receive. Parents say that they feel reassured by the warm relationships between their children and the childminder. Parents report that the information they receive helps them to extend their children's learning at home. n The childminder enjoys furthering their continuous professional development. They regularly attend training courses to extend their knowledge. They closely link these opportunities with the learning needs of all children. The childminder's teaching skills continue to develop over time. n The childminder understands it is important for children to learn about other

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need to do better?

people. They spend time finding out about the cultural and social backgrounds of individual children. The childminder ensures that the curriculum celebrates the uniqueness of the children at the setting. Children develop a tolerance and respect for other people. n The childminder plans regular trips. They go to the local farm and park. Children learn about the world around them. They are beginning to understand how things work. Children gain confidence in a range of settings. They have high levels of self-esteem.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n further develop how vocabulary is modelled to help children to develop fluency at the highest levels.

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Setting details

Unique reference number EY421963 Local authority Wandsworth Inspection number 10335038 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 12 Number of children on roll 9 Date of previous inspection 1 June 2018

p.4

Information about this early years setting

The childminder registered in 2011. He lives in the London Borough of Wandsworth. He works with another childminder and an assistant. He offers care all year round from 7.30am to 6pm, Monday to Friday. The childminder receives funding for the provision of free early education for children aged two, three and four years. The childminder holds a relevant qualification in childcare at level 3.

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Inspection activities

n This was the first routine inspection the provider 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 provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their EYFS curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had 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.

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Inspection activities

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

5 April 2024 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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