Childminder in Richmond upon Thames

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children learn important skills that they need for the next steps in their learning. For example, very young children gain strong skills in speaking and understanding. They listen, babble and use hand gestures to express themselves. Children make good developmental progress. The childminder reinforces her high expectations for their behaviour. For instance, she encourages children to help put away toys that they have used, and they respond well. This helps them to respect toys and their environment. Children are happy and settled in this setting. They enjoy cuddles and receive lots of praise and encouragement from the childminder. It is evident that there are warm and nurturing relationships between the childminder and children. This supports children's emotional well-being effectively. The childminder plans a variety of stimulating and age-appropriate activities to motivate children to play. For example, very young children enjoyed splashing water and making

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The provision is good

bubbles during a planned activity; they showed good levels of concentration, given their age. Children benefit greatly from the warm and relaxed atmosphere. They are keen, curious and show positive attitudes to learning. Children feel safe and emotionally secure.

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need to do better?

n The childminder gathers detailed information from parents to give her a clear and accurate picture of children's starting points. She observes and monitors children's achievements accurately. This helps the childminder to plan varied and interesting activities to ensure children make rapid progress. n The childminder uses her strong skills to develop children's love of books. She reads a variety of books and does this in a way that excites and engages children. For example, the childminder uses animal sounds and introduces new descriptive words, such as 'grumpy' and 'scary', to capture children's attention. Children listen intently. n Children explore a wide range of toys that ignite their curiosity. They particularly enjoy playing with battery-operated toys, such as the 'singing bus' and a toy camera. This aids children's early understanding of technology well. n Children have an excellent role model that helps to shape their good behaviour.

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need to do better?

They hear polite words, such as 'please' and 'thank you,' and are developing an understanding of boundaries and expectations. n Children are active and independent learners. They explore their environment and are beginning to develop a sense of personal safety, relative to their age. n Children learn about different people, including those who are significant to them. They enjoy looking at family photographs, which helps them to foster a strong sense of belonging. n The childminder supports children's healthy lifestyles in a variety of ways. For example, she provides children with regular access to the outdoor space for

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need to do better?

30 September 2019 physical activities and fresh air. Younger children become increasingly confident as they practise their early walking and balancing skills. The childminder follows consistent hygiene routines and provides children with a variety of healthy meals and snacks that aid their growth and development. n The childminder adapts the daily routines skilfully to meet children's personal and care needs. She is quick to respond to children, for example when they are tired and need a sleep. This supports children's all-round development and emotional well-being effectively. n The childminder works well with other professionals and attends training to help develop her teaching practice. For example, recent training has enhanced her knowledge of how to support children with varying speech and language needs. n Partnerships with parents are strong. The childminder keeps parents informed about their children's learning and development regularly. In addition, she seeks

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need to do better?

and acts upon their views to help her evaluate the setting rigorously. For example, after receiving parental feedback, the childminder increased the number of outings to extend children's social skills. n Sometimes, the childminder misses opportunities to build on young children's interest in numbers and other mathematical ideas.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder follows strong safeguarding procedures to help protect children's welfare. For example, she maintains records of children's daily attendance to monitor any patterns for concern. She supervises children well and makes ongoing risk assessments of her home to help keep them safe. The childminder knows the signs of harm and neglect, including what might indicate that a child is being exposed to extreme views. She is confident in reporting any worries she may have to relevant agencies. The childminder is sensitive to children's care needs, helping them to feel safe and secure.

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should:

n make the most of opportunities to raise young children's awareness of mathematical ideas in readiness for the next step in their learning.

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Setting details

Unique reference number EY420308 Local authority Richmond Upon Thames Inspection number 10060820 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 1 to 1 Total number of places 6 Number of children on roll 1 Date of previous inspection 13 July 2015

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Information about this early years setting

The childminder registered in 2011 and lives in Mortlake, in the London Borough of Richmond Upon Thames. She operates from 8am until 6pm Monday to Friday, all year round. The childminder holds a relevant childcare qualification.

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Inspection activities

n The inspector observed children taking part in a range of activities indoors and outdoors. She discussed children's learning with the childminder, including how she plans for the next steps in their learning. n The inspector carried out a 'learning walk' with the childminder to understand how she organises the early years educational programmes. She engaged with the children at appropriate times during the inspection. n The inspector sampled documentation, including the childminder's suitability checks and attendance registers. n The inspector discussed with the childminder how she evaluates the quality of the provision. n The inspector read written feedback from parents and took account of their views.

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Inspection activities

30 September 2019 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.

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Inspection activities

30 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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