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

p.1

The provision is good

The childminder provides a nurturing, home-from-home environment. Children show that they feel secure by seeking comfort and enjoying lots of cuddles with the childminder. They are eager to involve her in their play. For example, they build a train track together and push trains along it.

p.2

The provision is good

Children's behaviour is very good. The childminder is a positive role model and has high expectations of all the children. She helps them take turns when they want to play with the same toy. As a result, children learn how to be considerate towards each other. For example, when a ball is kicked away, they fetch it and return it to their friend without being asked to.

p.2

The provision is good

The childminder helps children prepare for the next stage of their learning by introducing them to the wider world. Children regularly visit the library, explore places of interest such as the transport museum, and meet local community members such as police officers to learn about safety. Communication is a key part of the childminder's curriculum. She uses everyday routines to enrich children's language skills. For example, during snack time, children learn new vocabulary such as the word 'pith' while peeling oranges. As a result, children become confident in expressing their ideas.

p.2

need to do better?

n The childminder values and celebrates children's diverse backgrounds. She marks events such as, Eid and Passover and learns about each child's culture through 'all about me' forms. The childminder provides books and materials that represent diverse families, abilities, and cultural backgrounds. This helps children appreciate differences and feel proud of who they are. As a result, they develop respect for others and a strong sense of belonging. n The childminder builds children's early mathematical skills through everyday activities. She encourages counting, sorting, and comparing sizes, such as counting toy cars or sorting them by type. During stories, she counts objects and uses words like 'huge' and 'tiny' to build vocabulary. This helps support the development of early mathematical thinking and problem-solving skills. n The childminder promotes a love of books through engaging and interactive story times. Children enjoy listening to books both indoors and outdoors. The

p.2

need to do better?

childminder chooses books from the library that relate to the children's interests. The childminder also uses sign language with storybooks to support understanding and memory recall. These experiences make reading enjoyable and help children develop literacy skills. n The childminder is committed to improving her practice through regular reflection and professional development. She completes training on different

p.2

need to do better?

4 June 2025 topics such as eating habits and oral hygiene to address specific needs. This helps her stay informed and adapt her approach. As a result, children benefit from high-quality care tailored to their development. n The childminder thoughtfully uses children's interests to plan activities that engage and motivate them. For example, she follows a child's curiosity about animals by incorporating songs and using real-life objects or photos to clarify concepts. However, the childminder's learning intentions for some activities are not always clearly defined, which limits the potential to fully realise and extend children's learning. n The childminder boosts children's self-esteem and motivation by celebrating their successes and efforts. For example, she enthusiastically praises children when they score a goal. This reinforces the value of persistence. Her positive encouragement helps children take pride in their achievements, building

p.2

need to do better?

confidence and inspiring them to try new challenges. n Parents appreciate the childminder's open and regular communication. For example, they feel well-informed and enjoy receiving photos that keep them connected to their child's daily experiences. This strong partnership builds trust and ensures consistency between home and the setting. As a result, parents report their children are happy, confident, and making good progress in language and social skills. n The childminder supports children's independence well. She encourages children to take off their shoes, roll up their sleeves, and pull up their trousers after nappy changes. These everyday opportunities help build confidence and develop self-care skills. They also foster a sense of autonomy, which is essential for children's overall growth and readiness for future learning.

p.3

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 enhance the curriculum intent to focus more precisely on the identified learning intentions for activities to maximise the support for children's learning.

p.3

Setting details

Unique reference number EY547368 Local authority Wandsworth Inspection number 10380857 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 26 June 2019

p.4

Information about this early years setting

The childminder registered in 2017. She lives in the London Borough of Wandsworth. The childminder operates from 7.45am to 5.45pm, Monday to Wednesday, all year around. The childminder offers government funded childcare.

p.4

Inspection activities

n The childminder spoke with the inspector about her intentions for children's learning. n The inspector observed the interactions between the childminder and children and evaluated the impact on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector read parents' feedback forms to gain their views on the childminder's service. n The inspector held discussions with the childminder about her professional development.

p.4

Inspection activities

4 June 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.

p.4

Inspection activities

4 June 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6