Childminder in Kingston upon Thames

Inspection date

Previous inspection date 21 September 2017 20 October 2014

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Although the childminder carries out required assessments of children's progress, she does not use them effectively to plan activities that challenge their learning well.  The childminder does not have a secure understanding of how to build on children's communication and language development to help all children make good progress.  The childminder does not fully include parents in children's learning as required.  The childminder does not make good use of her self-evaluation to identify and address the areas for development to improve outcomes for children.  The childminder does not always motivate children to manage simple tasks themselves.

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It has the following strengths

 The childminder provides a safe and secure environment. She carries out regular risk assessments to keep children safe in her care.  Children make close relationships with the childminder and with one another. They learn how to share, manage small conflicts positively and behave well.  The childminder teaches children how to lead healthy lifestyles. For example, children regularly go outdoors and master their physical skills on a wide range of apparatus.  The childminder takes children to different places of interest. Children learn to socialise with other children, as they learn about the similarities and differences between themselves and others in the wider community.  Children are confident and often choose with what they would like to play.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 use assessments of children's progress effectively to plan suitably challenging activities to extend their learning 21/11/2017

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Due Date

 improve the programme for teaching communication and language to ensure that any gaps in children's learning are monitored and soon closed, particularly for those children who hear and speak more than one language at home 21/11/2017

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Due Date

 work in close partnership with parents and share information about children's ongoing progress effectively to ensure that they are fully involved in children's learning and development. 21/11/2017

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Due Date

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

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Due Date

 make better use of self-evaluation to identify all areas for development to improve the quality of the provision and outcomes for children  provide consistent opportunities for children to build on their independence.

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Inspection activities

 The inspector had a tour of the areas of the premises that children use.  The inspector held discussions with the childminder. She evaluated the effectiveness of a planned activity with the childminder.  The inspector observed the childminder's quality of teaching and children's learning opportunities.  The inspector looked at relevant documentation, such as the childminder's qualification certificates and children's records.  The inspector spoke to parents on the day of inspection and read the written feedback that parents provided.

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Effectiveness of the leadership and management requires improvement

The childminder's self-evaluation is not effective. She does not identify the weaknesses in her teaching or children's outcomes. In addition, the childminder does not share information about children's progress with parents to fully provide continuity in their learning and development. However, she informs parents about children's care needs and focuses well on meeting children's emotional needs. Safeguarding is effective. The childminder has a secure understanding of how to identify the signs that a child may be at risk of harm. She knows how to report her concerns, to help protect children. She builds on her knowledge and skills of early years practice, including though research and training. For example, she has used training to help manage young children's behaviour effectively and use praise to focus on positive aspects of their actions.

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Quality of teaching, learning and assessment requires improvement

The childminder does not fully plan suitably challenging learning experiences for children to focus on their current learning abilities and interests. She sometimes fails to use opportunities to extend children's vocabulary, or to engage with them in meaningful conversations to help them develop secure communication and language skills. Children who speak English as additional language have no opportunities to hear their home language in play. However, the childminder allows children to choose from a range of resources that interest them. She encourages children to use their small muscles, for instance when they spread butter on their bagels and dip this into seeds while creating bird feeders.

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Personal development, behaviour and welfare require improvement

The childminder does not provide children with a consistent, challenging range of activities to motivate them to learn effectively. Occasionally, she gives children inconsistent messages how to manage simple tasks themselves, such as during hygiene routines and mealtimes, to help develop their independence. However, the childminder is caring and responsive to individual children's needs overall. For example, she offers cuddles and reassurance to children and ensures that they rest when needed. The childminder supports children's health and well-being well. For example, she encourages children to drink plenty of water and they enjoy their snack outside.

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Outcomes for children require improvement

Some children, such as those who speak English as additional language, do not make good enough progress, particularly in communication and language, because of weaknesses in planning. They are not consistently challenged to a good level to build on their learning. Nevertheless, children learn some skills that prepare them for the next stages in their development, such as school. They develop a love for books, including those that they choose from library. Children enjoy playing with colourful building blocks and make their own creations, such as houses. They are confident and eager to try how some equipment works. For example, children use the play phones and pretend to make phone calls.

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Setting details

Unique reference number EY294837 Local authority Kingston upon Thames Inspection number 1070628 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 20 October 2014

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Telephone number

The childminder registered in 2004. She lives in Surbiton, Surrey. The childminder operates her service on Monday to Thursday from 7.30am to 6pm, all year round, except for family holidays and bank holidays.

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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

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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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