Moss, Sylvia Rose

Moss, Sylvia Rose

Unique reference number (URN): 2750831 Address: Flat 8, Johnson House, Wandsworth Road, London, SW8 4ST Type: Childminder Registered with Ofsted: 08/01/2024 Registers: EYR, CCR Registered person: Moss, Sylvia Rose

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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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Inclusion Strong standard

The childminder supports children, including those with special educational needs and/or disabilities (SEND), to take part fully in daily routines and experiences. She knows the children well and identifies their individual needs, using her understanding of children's ages and stages of development to adapt her approach and remove barriers to learning. She places a clear focus on supporting communication. She models simple language, repeats key words and gives children time to respond. This supports children to express themselves and take part in interactions with increasing confidence.

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Inclusion Strong standard

The childminder adapts activities and interactions so they are accessible to all children. She adjusts how activities are introduced and supported so children can engage in ways that are appropriate to their development. She responds to children's individual needs as they arise. For example, sensory resources are available, including a designated sensory area where children can go if they feel overwhelmed. This supports children to regulate and re-engage in activities.

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Inclusion Strong standard

She works in partnership with parents and other professionals to support children's development and ensure needs are identified and met. Additional funding is used effectively to provide resources and experiences, including sensory resources and outings, to support children's development. As a result, children with SEND are included, participate in daily experiences and develop a sense of belonging.

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Achievement Expected standard

Children make progress from their starting points and develop confidence in their learning. They engage in activities, show interest in what is available and remain involved for increasing periods of time. Children develop communication skills and use words and short phrases to express themselves during play and daily routines. They respond to questions, follow simple instructions and begin to share their ideas with others.

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Achievement Expected standard

Children develop early mathematical understanding through everyday experiences, including counting and recognising simple concepts as they play. Children complete activities with increasing independence and generally demonstrate growing confidence in managing familiar routines. They take part in activities, make choices and begin to take responsibility for aspects of their own care with support.

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Achievement Expected standard

Children are supported to develop social skills. They begin to take turns, share resources and engage with others during play. Children with special educational needs and/or disabilities and those who may face barriers to learning are supported to participate and make progress. They remain engaged in activities and develop communication and interaction skills with appropriate support.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and are supported through calm and consistent interactions. The childminder provides reassurance and guidance, helping children to manage their feelings and continue with activities. The childminder promotes the importance of regular attendance. Children develop positive attitudes to play. They engage in activities, show interest in what is available and remain involved. For example, during block play, children take turns and share resources with support, showing enjoyment in playing together.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically supports children to understand expectations through clear guidance. She helps children to share, take turns and play cooperatively, supporting early social skills. Some daily routines are in place and support children's understanding. Children take part in routines such as handwashing and preparing for snack, which helps them to develop independence. During snack time, expectations are not always clear for all children, particularly when making choices. The childminder manages this calmly and supports children to settle. Children are supported to develop appropriate behaviour and positive attitudes to play and routines.

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Children's welfare and wellbeing Expected standard

Children feel safe and secure in the setting. They settle into routines and approach the childminder for reassurance, showing secure relationships. The childminder supports children's emotional wellbeing effectively. She responds calmly and sensitively, helping children to settle and continue with activities. In the main, daily routines support children's health and wellbeing.

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Children's welfare and wellbeing Expected standard

Children take part in routines such as preparing for snack and follow familiar expectations, which helps them to feel secure. The childminder promotes healthy habits. She supports children's understanding of oral health through discussions and daily routines, helping them to understand the importance of looking after their teeth. She is attentive to children's individual needs and adapts routines accordingly. For example, she recognises when children are tired and adjusts the routine to support rest. Children are supported to feel comfortable and cared for throughout the day.

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Curriculum and teaching Expected standard

The childminder has a clear curriculum that is based on her understanding of the children and what she wants them to learn. She focuses on supporting communication, independence and early social skills through daily experiences and routines. She builds learning into everyday interactions, using modelling, repetition and simple prompts to support children's understanding. These approaches help children to develop communication and engage in play and routines.

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Curriculum and teaching Expected standard

The childminder provides opportunities for children to develop across areas of learning through play and familiar experiences. For example, during tidy-up routines, children are encouraged to follow instructions and take responsibility for resources, supporting their independence and understanding. She adapts how activities are introduced and supported so children can take part and remain engaged. Support is adjusted to reflect children's development, helping them to access learning appropriately. The childminder embeds learning throughout the day, enabling children to develop communication, independence and early skills in a consistent and supportive way.

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Leadership and governance Expected standard

The childminder leads the provision with a clear focus on providing an organised, calm and supportive environment for children. She applies her understanding of early years practice to generally establish routines and experiences that support children's development and wellbeing. She maintains an overview of children's learning and development. She monitors children's progress and uses this to adapt her practice so support remains appropriate and responsive to their needs. This helps children to engage in activities and build confidence over time.

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Leadership and governance Expected standard

Partnerships with parents are a strength. The childminder communicates regularly with families and shares information about children's care, routines and development. Parents describe the setting as welcoming and supportive and feel well informed about their children's experiences. This contributes to consistency between home and the setting and supports children's security and engagement. The childminder reflects on her practice and reviews how routines and experiences are organised to meet children's needs. Routines are typically established and support the day-to-day running of the provision. However, expectations within some routines are not always clear for all children.

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

Children are welcomed into a familiar environment where they feel comfortable and ready to begin their day. They settle quickly and move into play with confidence. Relationships are secure, and children regularly approach the childminder to share experiences, respond to questions and take part in conversations.

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

Children engage in a range of play experiences and show interest in the activities available. They explore resources, repeat actions and respond with enjoyment as they play. The childminder supports children's communication through simple language, counting and conversation, helping them to build confidence in expressing themselves.

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

Children learn alongside one another and are supported to take part in activities and routines. The childminder adapts her approach so that all children can engage, including through the use of repetition, modelling and allowing time to respond. This enables children to remain involved and take part alongside their peers.

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

Children benefit from meaningful interactions during play. For example, when exploring fruit and vegetables, the childminder encourages children to talk about what they like to eat and link this to their own experiences. Children respond by sharing ideas and engaging in conversation.

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

Shared experiences such as stories support children's attention and understanding. Children listen, respond to prompts and remain engaged, showing developing concentration and interest.

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

Children interact positively during play, sharing space and resources with support. When children need help, they receive reassurance and guidance, which enables them to continue and remain involved. Children also take part in activities that support their physical development, including balancing and water play. They practise coordination and control while remaining engaged and motivated. Overall, children feel secure, take part confidently in play and routines, and are supported to develop their communication, confidence and independence.

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Next steps

The childminder should refine how expectations are communicated at snack time to further support children's understanding of the choices they have.

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Address:

Flat 8, Johnson House Wandsworth Road London SW8 4ST

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30

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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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2 to 4

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 stage

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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

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

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