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 Good

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The provision is good

Children are incredibly happy at this welcoming, home-from-home setting. The childminder recognises the importance of children's personal, social and emotional development. She supports this by attending playgroups with the children and they enjoy play dates with other children to build friendships and social skills in larger groups. Children develop strong and positive relationships with the nurturing childminder, who knows them well. This promotes a strong sense of belonging and children demonstrate that they feel very comfortable, confident, safe and secure in the childminder's care.

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The provision is good

Children show positive attitudes to learning. The childminder has a clear vision for her curriculum. She offers children choices and arranges resources to enable them to make decisions about what they want to do. Children explore water with fishing rods and sea creatures and learn the skill of scooping and pouring water into their buckets. Children enjoy finding the initial letter of their name and are excited when they recognise their friend's name initial letter. This supports children to gain the skills they need in preparation for their next stage of learning.

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The provision is good

Children enjoy a good range of experiences to support their physical development. They have plenty of opportunity to be physically active, both indoors and outdoors. For instance, children enjoy building their own obstacle course to test their balance and throwing skills. Children confidently move in a variety of ways, including running and jumping.

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need to do better?

n Overall, the curriculum is implemented well. The childminder ensures she plans activities that help children develop skills across all areas of learning. She is able to identify gaps in children's progress through careful observation and assessment. The childminder uses information gathered from the parents well to help her understand what the children know and already can do. For example, she plans activities that incorporate sharing and turn taking to support children to learn the behaviour expectations of the setting. The childminder is a positive role model. However, occasionally during free play the childminder does not reinforce these rules as effectively as during adult-led activities. n The childminder provides many opportunities for children to learn about the world around them. Well-planned outings allow children to have real-life experiences in the local community. For example, the childminder takes the

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need to do better?

children to the zoo and on walking trails to find local artwork. Children visit local parks and attend toddler groups organised by the childminder and visit other childminder's homes. They benefit from planting and growing vegetables and learning about life cycles. These experiences deepen children's awareness of the

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need to do better?

7 May 2025 community and help to extend their social skills and confidence. n The childminder places a strong focus on developing children's language and communication skills. She sensitively models the correct pronunciation of words and encourages children to repeat back mispronounced words. Children enjoy songs and the childminder reads stories with animation and asks questions about the story to promote conversations and help build on children's speaking skills. However, at times, the childminder does not use all opportunities to ask questions to extend learning further during her interactions with the children. n The childminder supports children's mathematical skills. She ensures children develop a solid foundation in mathematics through activities, such as matching objects during play and recognising different shapes they see and use. Children eagerly use shapes to build towers and find the correct pieces to complete

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need to do better?

puzzles. These practical, hands-on activities make learning enjoyable and reinforce children's mathematical skills. n Partnerships with parents are very good. The childminder ensures that parents are kept up to date about all aspects of their children's care and learning. For example, she shares information about the activities children have enjoyed and the progress they are making. The childminder supports children's love of books as they choose a reading book from her weekly library to take home to share with their parents. Parents comment that the childminder plans a good range of engaging activities, and provides them ideas for supporting their child's learning at home. n The childminder is reflective in her practice and completes appropriate training and webinars. She identifies specific training to meet the needs of the children in her care as well as gaps in her own knowledge. The childminder networks with

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need to do better?

other local childminders to share ideas and enhance her provision further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n provide children with clear and consistent guidance on behaviour expectations to help them understand and learn what is expected of them to be ready for the next stage in their learning n use a wider range of questioning techniques during interactions with children to further support and extend their communication and language skills.

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Setting details

Unique reference number EY306772 Local authority Hammersmith & Fulham Inspection number 10388269 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 4 Date of previous inspection 4 July 2019

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Information about this early years setting

The childminder registered in 2005. She lives in the Fulham area of London. The childminder operates Monday to Thursday from 8am to 5pm, all year round with the exception of some short holidays. The childminder holds a relevant early years qualification at level 3. She receives government funding for early education for eligible children.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for her curriculum. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector viewed parents written comments of the setting and took account of their views. n Children spoke to the inspector during the inspection. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

7 May 2025 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

7 May 2025 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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