Wolfe, Diane

Wolfe, Diane

Unique reference number (URN): EY331394 Address: Flat B, 88 Ferndale Road, London, SW4 7SE Type: Childminder Registered with Ofsted: 24/05/2006 Registers: EYR, CCR, VCR Registered person: Wolfe, Diane

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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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Achievement Expected standard

In general, children make secure progress from their starting points. They gain independence skills, for example children prepare their own fruit snacks. Children learn a variety of physical skills, including small-muscle control and large motor movements. Overall, children achieve well in communication, language and literacy through their enjoyment of books and daily interaction with the childminder. Children, including those with additional learning needs, generally make secure progress in readiness for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has a warm, close relationship with children and creates a positive learning environment. For instance, she speaks gently to children, smiles and uses lots of warm eye contact. Generally, the childminder manages children's behaviour successfully and according to their stage of development. She readily adapts her approach to meet the needs of children, including those with additional needs. The childminder is kind, calm and fair in her approach and uses praise to encourage children to act in positive ways. She explains why some behaviour is unwanted and offers positive alternatives to children. Overall, children behave well. Generally, she teaches children how to share and to take turns, for instance, by taking them to play groups, where they learn to share toys with other children. Children show kindness to others. For example, they pull the curtain to give shade to others affected by the glare of the sun.

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Behaviour, attitudes and establishing routines Expected standard

The childminder talks to parents about the value of attending regularly and punctually and how this helps children to feel secure. She explains how this helps to prepare them for the routine of attending school and supports their progress.

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Children's welfare and wellbeing Expected standard

The childminder places high importance on keeping children safe. She has secure bonds with children and teaches them how to act in safe ways. For example, the childminder teaches children how to use the stairs with care and caution and how to cross the road safely with her. Children act in safe ways. For instance, they sit down when eating and walk indoors. The childminder manages daily routines safely, meeting individual needs, and ensures that mealtimes and personal care are secure and nurturing.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy lifestyles. She points out healthy and unhealthy food in stories she reads. She provides nutritional guidelines to parents to offer advice on wholesome contents for lunch boxes. She teaches children how to take care of their teeth and gums through discussion and stories. However, the childminder has not fully developed children's understanding of different feelings. This means that children have not fully developed understanding of themselves and others.

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Curriculum and teaching Expected standard

Generally, the curriculum is varied and interesting and meets the needs of all children, including those who require extra help. The childminder supports children's mathematical development effectively, Children copy colour patterns using props and this teaches them about pattern making. She uses picture cards of different shapes that children readily identify and have secure knowledge in this area. She teaches children about number. For instance, children count the number of play people in a toy garage.

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Curriculum and teaching Expected standard

Overall, the childminder supports children's communication, language and literacy skills, personal, social and physical development. She makes the most of daily opportunities during play and routines to talk with children and teach them new words. Children enjoy stories and happily settle down to listen to their favourite books. However, at times, children become distracted by background music and lose concentration. Occasionally, this affects their focus and learning. The childminder teaches children how to be polite to others and children say please and thank you appropriately.

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Curriculum and teaching Expected standard

The childminder takes children to visit indoor play areas, where they practise moving in different ways, such as rolling and climbing. She also takes children to the local park daily, where children practise their running and balancing skills and play ball games. This helps children to gain a range of physical skills. Through consistent monitoring of children's progress, the childminder ensures that all children achieve steady and measurable progress overall.

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Inclusion Expected standard

The childminder understands how to identify when a child is in need of extra help in their learning. She puts support measures in place by adapting activities to meet their individual needs. For example, she includes lots of sensory activities to meet the needs of a child with special educational needs and/or disabilities. She reviews all activities and makes adjustments as required to meet the individual needs of children, using a graduated approach. The childminder knows how to contact relevant agencies to promote best outcomes for children. She shares this information with parents so that they can receive further assistance. The childminder attended a course on autism, which led to greater awareness and understanding. This supports children's learning and development.

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Leadership and governance Expected standard

Through regular reflective practice, the childminder knows where improvements can be made and identifies suitable goals to build her practice. Improvements take account of the needs of children, who require additional support. The childminder proactively seeks training opportunities to improve her skills and knowledge. For example, she attended a course on behaviour and routines, which led to greater awareness.

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Leadership and governance Expected standard

The childminder fosters collaborative relationships with parents and ensures that they are fully informed of children's progress through frequent updates. Written comments from parents express confidence in the childminder's care and learning, which they describe as 'nurturing and guiding'. She works effectively with parents to support children at their stage of development. For instance, she liaises with parents regarding children's toilet training.

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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

The childminder gets to know and value each child and enables them to feel secure and settled. She identifies a strength of her provision as the positive link she makes to each child's culture. For example, she takes children on outings to celebrate cultural events, such

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About this setting

Unique reference number (URN): EY331394 as Chinese New Year. This helps children to feel a strong sense of belonging. Children are curious and confident and learn to get along together as they play.

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About this setting

The childminder has strong, caring relationships with children. Children make secure progress and learn valuable skills in readiness for school. The childminder takes children to the local park to observe and feed squirrels. She takes them on insect hunts where children use magnifying glasses to examine insects they find at the local park. This helps them to gain an understanding of the world. Children learn to do things for themselves. They help to tidy up after play and wash their hands before eating. Children enjoy using a range of textures and materials to create their own artwork. They enjoy making 3-dimensional models with play dough and create pictures using brightly coloured pencils. This supports their creative development. The childminder recognises when a child may benefit from additional support to promote positive outcomes.

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Next steps

The childminder should strengthen the curriculum to enhance children's awareness of different feelings and help them recognise and response to their own and others' emotions. The childminder should reduce background music at appropriate times to support children's focus and concentration during learning.

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About this inspection

The inspector spoke to the childminder and children. She considered the written comments from parents 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:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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

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 .

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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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