Netherton-Wood, Amelia Claire Lucy

Netherton-Wood, Amelia Claire Lucy

Unique reference number (URN): 2778927 Address: 65 Kirkstall Road, London, SW2 4HE Type: Childminder Registered with Ofsted: 25/03/2024 Registers: EYR, CCR, VCR Registered person: Netherton-Wood, Amelia Claire Lucy

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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 Expected standard

Children typically behave well and they show consideration to each other, as well as respect and kindness, which is a result of the behaviour that the childminder models. Children of all ages are well supported with their behaviour, and assistants typically use the same methods to regulate and support behaviour. The childminder has high expectations for behaviour and she consistently embeds the same approach. For example, methods such as countdowns, clapping and phrases, such as '1 2 3 eyes on me', are used to regain children's attention and regulate their behaviour. However, due to an inconsistency in deployment, sometimes there are times where this is not effective, such as during transition times. The childminder quickly addresses these moments and is able to bring children's behaviour back in line with her expectations, and she delegates assistants to ensure deployment is then effective.

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Behaviour, attitudes and establishing routines Expected standard

Children are encouraged to share and support one another and, as a result, the older children show empathy and concern for younger children, supporting them with everyday tasks, such as opening packaging and modelling how to complete a task. Though some children attend less frequently, and there is a range of ages in attendance, the childminder is consistent with her expectations and approaches and when children are scheduled to attend, she ensures parents are aware of punctuality expectations, which positively impacts attendance, routine and behaviour.

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Children's welfare and wellbeing Expected standard

The childminder and assistants are very aware of the needs of the children and they are attentive to every child. While encouraging independence, they also ensure children are well supported in line with their individual needs. Children have a secure understanding of safety, as a result of the childminder openly communicating risks to the children, such as not playing on the garden stairs. Children are given frequent opportunities to explore the outdoor environment and develop their physical skills through learning opportunities and leading their own play.

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Children's welfare and wellbeing Expected standard

The childminder has a focus on healthy habits, including healthy eating and self-care. Through cooking activities, children are exposed to a range of healthy recipes and they demonstrate a good understanding of a healthy diet. For example, the children understand that Easter chocolate is a treat, and they eagerly make lamb samosas and healthy pasta bakes while discussing the benefits of the ingredients and the impact on their bodies. The childminder encourages children to regulate their emotions and feelings using methods that are appropriate for each child. For example, most-able children speak with the childminder about their concerns and think of ways to solve any issues, and younger children take a moment to regulate, they have some comfort and reassurance and then they are supported to resolve the concerns together.

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Inclusion Expected standard

Although the childminder only offers after school and holiday hours, she demonstrates understanding of each child that attends and has effective procedures in place to ensure sufficient information about the child is gathered before they join. Though the childminder has not yet had any children on roll with special educational needs and/or disabilities (SEND), she demonstrates sufficient knowledge of how to support these children and the importance of early intervention. Assistants have had specific training on how to support children with SEND and they are able to discuss ways in which they would adapt activities, work with other agencies and support parents through referral processes as part of early intervention. The childminder has experience of supporting children with other barriers to learning, such as behavioural needs, and she demonstrates secure knowledge in adapting and supporting these children.

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Inclusion Expected standard

Through training and experience, the childminder and assistants are able to identify techniques and methods they would use to support children's individual needs and ensure effective assessment and intervention is implemented. The childminder understands the children in her care well and she shares updates regularly with her assistants. This ensures all children are supported and have their individual needs met.

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Leadership and governance Expected standard

The childminder has a secure understanding of her provision and its strengths. The childminder is responsive to areas of improvement and open to feedback, which will continue to support her professional growth. The childminder understands the strengths of the assistants, and she uses these strengths to deliver tailored learning and care experiences to the children. For example, assistants with a background in special educational needs and/or disabilities help support early intervention and assess children when needed. Assistants state that they feel well supported and guided, with both input and support from the childminder and external training opportunities. The childminder role models positive interactions and care, and she quickly intervenes if she feels conduct is not in line with her high expectations. As a result, this means all assistants deliver high-quality care and education and the childminder is aware of the assistants' training needs and areas

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Leadership and governance Expected standard

Where areas of improvement have been identified, the childminder is quick to address these and implement effective actions. For example, gaps in suitability checks are addressed and corrected immediately and the childminder shows a positive attitude to ensuring safer recruitment processes are in line with the requirements.

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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 are confident, happy, calm and independent. The childminder solely cares for children after school and during the holidays, and Reception-age children and upwards attend creative arts sessions, where they are well looked after and stimulated. Children have their personal needs met and their voices heard, and they are confident to share their thoughts and ideas. For example, during a circle time, children in turn discuss their experiences using tie dye and they show an excitement and eagerness to get involved with the learning experiences the childminder has created. Children are very aware of one another's emotional needs and they support each other, while offering kind words of encouragement and understanding everyone has their own abilities. For example, older children that attend the after-school club support the Reception-age children during a craft activity and kindly model techniques to them that ensure they can be successful. Children

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

eagerly anticipate which activities have been planned for the day and they show high levels of enthusiasm towards play and learning.

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

Children show secure attachments with the assistants that are frequently providing care, however, due to some part-time assistants and some children attending less frequently, not all attachments are consistently secure. However, the childminder ensures that all assistants are informed of the needs of all children and those more frequent staff, including the childminder, demonstrate significant understanding of the provision and form secure attachments. Children play alongside one another in a very calm and kind manner. While not engaged in planned activities, older children discuss their school day as they play outside, and younger children explore the garden area while being physically active. Children are responsive to the instructions and guidance of the childminder, which demonstrates her consistent and kind approach has a positive effect on the children and their interactions with one another.

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Next steps

The childminder should ensure the deployment of assistants is continuously effective to support the behaviour of children at all times, especially during transitions and busy periods. The childminder should continue to implement systems for safer recruitment, which means once initial checks are completed by the childminder, all staff are deemed suitable by Ofsted in line with requirements. The childminder should continue to support children's wellbeing through hygiene practices, such as suitable handwashing methods throughout the day.

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About this inspection

The inspection started on 26 March 2026. Inspectors returned on 1 April 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.

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About this inspection

The inspector spoke with the childminder and the assistants during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act2006 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:

Registered person: Netherton-Wood, Amelia Claire Lucy

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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. 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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