Chung, Lai Yu

Chung, Lai Yu

Unique reference number (URN): 2730585 Address: 178 Green Wrythe Lane, Carshalton, SM5 2SR Type: Childminder Registered with Ofsted: 03/07/2023 Registers: EYR, CCR, VCR Registered person: Chung, Lai Yu

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Children thrive in a calm and nurturing environment, where the childminder very clearly and consistently reinforces her expectations. She actively promotes a culture of kindness and respect, which children reflect in their calm and considerate behaviour in response to her patient and gentle approach. As a result, children feel secure and quickly understand what is expected of them. Predictable routines help children to settle quickly and behave well, while clear communication with families supports children's regular attendance.

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Behaviour, attitudes and establishing routines Strong standard

Relationships are extremely warm and trusting. The childminder uses everyday moments to guide children's behaviour with great sensitivity, taking account of their age, stage of development and individual needs. When minor accidents occur, she offers reassurance and kindly explains how children can keep themselves and others safe. This helps children to quickly understand the impact of their actions on others. The childminder also helps children to express their feelings appropriately. For example, if children throw an object, she calmly models how to ask for help or communicate their frustration. Over time, children begin to manage their emotions with increasing confidence.

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Behaviour, attitudes and establishing routines Strong standard

Children learn to collaborate and play cooperatively. They show positive attitudes to their learning, approach activities with enthusiasm and behave very well. Children make thoughtful choices in their play and show increasing independence and self-control.

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Achievement Expected standard

Children build their language skills and make consistent progress. They develop a love of books. Children listen with excitement and engagement as the childminder reads to them in an animated way that excites and engages them. They repeat new words and enjoy exploring books independently, broadening their vocabulary.

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Achievement Expected standard

Children have lots of opportunities to follow their interests, which help them to concentrate and engage in activities. For example, children who are energetic dance to music. This supports children to develop focus and helps them to maintain concentration. As a result, children remain motivated throughout the day and develop persistence.

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Achievement Expected standard

Through active play, children develop their independence and a 'can-do' attitude. They confidently use ride-on toys, practise going down steps safely by themselves and use tools during activities, exploring how to manipulate and control objects. These experiences build children's resilience, coordination and the skills needed for the next stage of their learning.

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Children's welfare and wellbeing Expected standard

Children are cared for in a safe and nurturing environment. The childminder pays close attention to children's cues and responds warmly. She helps them to understand their own emotions and how to manage them. As a result, children feel secure, supported and increasingly able to manage their emotions.

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Children's welfare and wellbeing Expected standard

Children develop practical skills through everyday tasks. They help to prepare snacks, pair socks and use simple tools during play. The childminder offers gentle prompts and encouragement, helping children to feel confident to try tasks on their own. They begin to attempt more for themselves and become more independent.

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Children's welfare and wellbeing Expected standard

The childminder manages personal care routines, such as nappy changes and handwashing, with warmth and attention. She talks to children throughout each step, explaining what she is doing and reassuring them, which helps them to feel safe and secure. The childminder uses these moments to engage children, encouraging them to participate where they can. She also shares guidance with parents and carers about healthy habits, including toothbrushing and balanced diets.

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Children's welfare and wellbeing Expected standard

Children develop a positive attitude to trying new activities and are keen to take part in everyday tasks. They enjoy exploring resources, learning new skills and develop the independence needed for their next stage of learning.

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Curriculum and teaching Expected standard

The childminder plans a well-sequenced curriculum with a focus on children's physical, personal, social and emotional development. She notices children's interests and uses these to shape activities that spark their curiosity. For example, when children try to fit a lid on a container, she extends the activity by offering lids of different shapes and asks children which would fit. The childminder introduces words, such as 'circle' and 'square', helping children to develop problem-solving skills and early mathematical understanding.

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Curriculum and teaching Expected standard

The childminder promotes language and communication through everyday interactions and songs. For instance, as children play in the home corner and pretend to make a meal, she sings a song about fruit and encourages them to join in with words and actions. She also describes children's actions throughout activities, narrating what they are doing and asking simple questions. This helps children to make connections between words, objects and their experiences. Children who are learning English as an additional language hear songs in both English and their home language, which supports their understanding. The childminder uses information gathered from observations and assessments to skilfully adapt activities to extend children's learning. For example, when children move from popping bubbles in the air to stamping on them, she adjusts the activity by blowing bubbles on the floor. This encourages children to explore movement, balance and coordination while

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Inclusion Expected standard

The childminder notices when children may need extra support and adapts activities so all children can join in and enjoy learning. For example, the childminder provides a range of tools during sensory activities, such as different-sized scoops and spoons, so children can explore and develop their coordination at their own level.

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Inclusion Expected standard

The childminder completes training to learn how to support children with special educational needs and/or disabilities and understands how to support all children to make progress. She also understands how to use additional funding to improve resources and opportunities to support their development. She recognises the importance of working with parents and other professionals so that children benefit from a consistent approach.

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Inclusion Expected standard

Children who are learning English as an additional language receive support throughout the day. The childminder models new words, repeats key vocabulary and uses words from children's home languages alongside English. This helps children to understand instructions and feel confident to try new words.

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Inclusion Expected standard

The childminder regularly observes what children can do and uses this information to check their progress. She tailors her teaching so each child builds on what they know and can do, ensuring that they make steady progress from their starting points. This careful attention helps all children to develop skills and confidence, while forming positive relationships with their peers and adults.

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Leadership and governance Expected standard

The childminder works closely with parents and carers to support children's learning and daily routines. She shares information about children's progress and discusses ways that families can support their children's development at home. This partnership helps there to be consistency between children's experiences at the setting and home.

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Leadership and governance Expected standard

The childminder understands what will benefit children most and adapts her planning to meet their needs. She reflects on her provision regularly and makes adjustments based on her observations and feedback from parents. This helps her to maintain a setting that responds to children's changing interests and abilities.

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Leadership and governance Expected standard

The childminder completes all required training to meet statutory requirements and uses selected courses to strengthen her practice, including training to support children with special educational needs and/or disabilities. She ensures that children are safe, well cared for and supported in their development. While she does not always keep fully up to date with every aspect of emerging guidance as promptly as possible, this does not impact on the quality of care that children receive.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children feel safe, settled and valued in the childminder's home. They enjoy looking at photographs of themselves and taking part in activities. This helps them to recognise their achievements and remember what they have learned. Younger children go to the

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Inspector:

Jenny Selvakumaran childminder for cuddles when they need reassurance. This shows the warm and trusting relationships they build with her.

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Inspector:

Children concentrate well during activities, such as filling pots with rice to make shakers. They use scoops, spoons and their fingers to transfer the rice. This builds children's hand strength and control. The childminder encourages children to work things out for themselves. When children pick up an empty pot, she asks how they could make it rattle. Children respond with curiosity and try different ways to solve the problem. They show pride when they succeed.

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Inspector:

Children demonstrate positive behaviour and their social skills develop well. The childminder gently reminds children to say 'please' and 'thank you' when asking for a turn. She explains why they need to wait while their friends finish on the scooter. These simple and consistent messages help children to learn good manners, patience and how to play cooperatively. Children begin to use these skills independently as they move through their day.

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Inspector:

Children enjoy their learning and take part with enthusiasm. They join in happily, stay with activities for increasing periods and develop confidence in trying new things. The childminder knows each child well, including those who are learning English as an additional language or need extra reassurance. She adapts activities so that all children benefit and make progress from their individual starting points.

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Next steps

The childminder should continue to focus and extend professional development to enhance systems for reviewing and responding to updates in practice.

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About this inspection

The inspector spoke with the childminder, parents and children during the inspection.

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About this inspection

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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Address:

178 Green Wrythe Lane Carshalton SM5 2SR

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 20:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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