Childminder in Richmond upon Thames

Inspection date

Previous inspection date 23 February 2016 31 October 2011

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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

 The childminder plans a good range of exciting and motivating activities. Assessment procedures are thorough and she knows where each child needs support in their learning and development. She effectively plans for this in daily routines and activities.  The childminder helps children to form secure attachments and effectively promotes their emotional well-being. Children are well settled and show confidence in the childminder's care. Children's behaviour is good. The childminder sets clear boundaries and consistently applies them so that children begin to learn right from wrong.  The childminder has good partnerships with parents. She uses a range of methods to engage parents and to work together to identify and meet children's needs.  The childminder has developed effective methods for self-evaluation, which helps her to reflect on her practice. There is a comprehensive range of well-organised policies and

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This provision is good

procedures in place, which are shared with parents and followed robustly to promote children's safety and welfare.

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It is not yet outstanding because:

 Children do not always have enough opportunities to learn about the similarities and differences of people and cultures in their wider community.  The childminder shares information about children's care needs with the nursery schools they attend. However, she does not share enough information about their progress to fully support a shared approach to children's learning.

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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

 strengthen systems for sharing information with other early years settings to fully promote continuity in all children's learning  extend further the opportunities for children to learn about the similarities and differences of people and cultures in the wider community.

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Inspection activities

 The inspector observed the childminder's practice with the children.  The inspector discussed the children's development with the childminder, after making a joint observation of their play.  The inspector discussed with the childminder how she obtains the views of all the users of her provision and also discussed self-evaluation with her.  The inspector examined a selection of documentation.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder is aware of the procedures to follow in the event of a child protection concern. She actively ensures the environment is safe for children. The childminder effectively monitors and tracks children's progress to ensure they are all making equal progress. The childminder reflects on her practice and keeps up to date with any changes. For example, she regularly accesses online training and shares advice and good practice with other childcare providers. The childminder listens to and takes account of parents' and children's feedback and uses this well to make improvements to her service. Parents' written comments are very positive.

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Quality of teaching, learning and assessment is good

The childminder makes high-quality observations and assessments of children's learning and development. She provides a varied range of learning opportunities that stem from each child's needs and interests. Children are given time to develop their own ideas and the childminder sensitively intervenes and plays alongside them. For example, young children listen to lullabies together and they sing along to these rhymes. Children develop a good understanding of mathematics. They recognise shapes as they talk about the crescent shape of the moon. Overall, children concentrate well, show sustained interest in their chosen activities and make good progress.

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Personal development, behaviour and welfare are good

Children demonstrate a sense of well-being and belonging in the childminder's warm and welcoming family home. The childminder supports children's self-confidence as she praises children for trying hard so that they want to keep learning. The childminder is a positive role model. She effectively models good manners and respect for others to help children develop positive social skills. Children have lots of opportunities for regular physical exercise in the childminder's garden and during regular outings. For example, they make dens, dig in the sand and help with planting. The childminder helps children to understand why it is important to have a healthy diet through a wide range of cooking activities. Children make good progress in their self-care skills and are well supported to learn about staying safe.

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Outcomes for children are good

Children are well supported, especially in areas such as communication and problem solving. They count as they build brick towers and work out that the bigger bricks at the top will make their tower topple. Children are motivated learners and gain the necessary skills to support their move to other settings and school.

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Setting details

Unique reference number 510973 Local authority Richmond upon Thames Inspection number 842370 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection 31 October 2011

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Telephone number

The childminder registered in 1992. She lives in the London Borough of Richmond. The childminder has a certificate in early years practice at level 4 through the Open University. She is open all year round.

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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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