Childminder in Kingston upon Thames

Inspection date 14 November 2018 Previous inspection date 19 April 2016

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The experienced childminder regularly evaluates her own provision to continually improve outcomes for children. She seeks out the feedback from parents to help her to identify her strengths and areas of development. She has developed a clear action plan of her next steps. n The childminder has a good knowledge of how children learn. She consistently observes and assesses children's development and shares her records with parents. n Children are offered a wide range of opportunities to learn about their local community and move their bodies. For instance, they enjoy regular trips to nature areas, parks, zoos and to local activity groups. n Children make good progress from their starting points. They are eager to take photos of their achievements to share with the childminder and their parents. n Parents' feedback is positive. They comment that they are happy with the standards of care and the progress that their children make. They praise the childminder for her

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The provision is good

flexibility and the good support she has given to their children who are starting school.

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It is not yet outstanding because:

n Although the quality of teaching is good, there are times when the childminder misses opportunities to stretch and challenge children and develop their problem-solving skills further. n Sometimes, the childminder misses opportunities to support quieter children to help them build confidence and express their thoughts and feelings.

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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

n extend opportunities to consistently stretch and challenge children to develop their problem-solving skills further. n strengthen opportunities for quieter children to help build their confidence and express their thoughts and feelings.

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What the setting needs to do to improve further

Inspection activities n The inspector talked with the childminder and children at appropriate times during the inspection. n The inspector viewed some written documentation, including children's developmental records, risk assessments, policies and procedures. n The inspector viewed written feedback from parents to gain their views. n The inspector observed the quality of teaching during activities indoors, and assessed the impact it has on children's learning. n The inspector viewed all areas of the home which children have access to.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder continues to regularly update her knowledge of child protection procedures. She has a secure knowledge of the signs and symptoms of potential abuse. She knows her responsibilities if she has a concern about a child's well-being or safety. The childminder is committed to her ongoing professional development. She attends a wide range of courses to develop her knowledge of statutory requirements. She has developed strong partnerships with local childminders and they regularly share ideas to develop best practice. The childminder is vigilant about children's safety, for instance, she has sourced visibility hats for children to wear on outings, completes regular fire evacuations and risk assesses all areas of her home that children access.

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Quality of teaching, learning and assessment is good

The childminder offers a well-resourced environment. Children are encouraged to pursue their own interests and enjoy selecting their own toys and resources. The quality of teaching is good. The childminder offers exciting opportunities for children to learn about shape and position. For example, children delight in taking part in treasure hunts to find shapes. They look at the pictures and eagerly seek out the different shapes from around the house. They enjoy placing items 'on top', 'underneath' and 'inside' equipment. Children are encouraged to develop their early writing skills. They develop hand control and coordination as they trace images and draw pictures of their mummies and daddies.

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Personal development, behaviour and welfare are good

Children have strong relationships with the childminder. They demonstrate that they feel safe and secure. For instance, they seek her out to help them complete activities and share their learning. Children's behaviour is good. The childminder communicates expectations clearly and implements age-appropriate strategies to support children to share and take turns. For instance, children listen out for the timer to beep to know when it is their turn to use popular toys and equipment. Children's hygiene routines are well supported. They enthusiastically talk through the steps to wash their hands with the childminder before snacks and meals.

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Outcomes for children are good

Children develop the skills to support them in the next steps in their learning. Younger children confidently name shapes, colours and animals. They enjoy independently counting the toys from their games. Children's literacy skills are developing well. For example, they develop a preferred hand for writing and listen carefully to stories. All children concentrate for sustained periods of time and follow instructions well.

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Setting details

Unique reference number 131889 Local authority Kingston upon Thames Inspection number 10072370 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6 Date of previous inspection 19 April 2016

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Registers

The childminder registered in 1999. She lives in Chessington, Surrey. The childminder operates her service from 7.45am to 6pm, Monday to Friday, all year round.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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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Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

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Registers

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

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