Clements, Teresa Julie

Inspection date

Previous inspection date 7 January 2016 30 December 2010

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Children develop good communication and language skills through effective teaching. For example, the childminder constantly repeats back words for younger children and adds words to extend vocabulary for older children.  The childminder has a good relationship with parents and communicates with them in a variety of ways. She shares information to keep them up to date with current practice.  The childminder builds secure bonds with the children. They seek her out for reassurance and she gives them constant praise, building their self-esteem.  Children develop good independence skills and are involved with choosing activities. This encourages them to learn skills which will help them in their next stage of learning.  The childminder knows the children very well and is able to adapt her practice to suit children's individual needs. This helps encourage them to become motivated learners.

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It is not yet outstanding because:

 The childminder does not always take into account the views of parents and children to influence her self-evaluation and aid her to make even more effective improvements.  The childminder does not always make the most of all opportunities to fully develop and build on opportunities to improve relationships with other settings children attend and external agencies.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 build on ways to further involve parents and children in the evaluation of the setting  strengthen the existing relationships with other settings and professional agencies further.

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Inspection activities

 The inspector observed interactions between the childminder and children.  The inspector conducted a joint observation with the childminder.  The inspector sampled documentation, including planning, children's development records, and policies and procedures.  The inspector took the written and verbal views of parents into account.  The childminder gave the inspector a tour of the premises.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder knows who to contact if she has a concern for a child's welfare. She is aware of the signs to look out for to protect children and keep them safe from harm.The childminder updates her professional development to improve her knowledge and skills. She keeps up to date with information and practice changes. For example, after recently completing her safeguarding training, she reviewed her policies to include new government guidelines and strengthened her awareness of how to keep children safe even further. The childminder tracks children's progress and has effective systems in place to close any gaps in children's learning. This helps all children to make good progress. The childminder constantly reflects on her practice and this helps her to continually improve outcomes for children.

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Quality of teaching, learning and assessment is good

The childminder gets to know children and plans activities that follow children's interests. She uses her observations to effectively monitor and assess their progress and to help her plan for the children's next steps in their learning. Children make choices and initiate their own play. For example, children were very interested in an activity with jelly. The childminder encouraged children to think for themselves and asked questions to extend their learning about cause and effect. The childminder effectively supports children to develop independence and problem solving skills to help them in their next stage of learning. For example, she introduces children to mathematical language and helps them to recognise shapes, and to sort and count objects. The childminder provides a good range of activities that help promote children's learning effectively.

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Personal development, behaviour and welfare are good

Children's behaviour is very good. They learn to share, take turns and respect each other's differences, supported effectively by the childminder. The childminder is warm and caring and children are relaxed, happy and confident. Children are active and engage in physical play, and develop their social skills. For example, they enjoy visits to the park and other play groups, and explore and investigate in the childminder's well-resourced home. The childminder teaches children to value and respect all cultures and faiths. For example, they visit a number of different venues and explore a wide range of resources, such as books and role-play equipment to help children explore different cultures. The childminder engages children in conversation about nutritious food, which helps them to develop a good awareness of adopting a healthy lifestyle.

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Outcomes for children are good

Children make good progress from their starting points. Children learn new skills that help prepare them for their next stage in learning.

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Setting details

Unique reference number 132022 Local authority Kingston upon Thames Inspection number 836329 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection 30 December 2010

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Telephone number

The childminder registered in 1992. She lives in New Malden, Greater London. She operates her service Monday to Friday from 8am to 6pm. She has a recognised qualification at level 3.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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.

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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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