Ball, Gina

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

The childminder and her assistant work well together and have a good knowledge of the early years foundation stage (EYFS) curriculum. They are good role models and have high expectations for what all children can achieve. Children enjoy regular storytelling sessions with the childminder. She reads with enthusiasm and explains meanings of challenging words to help children extend their vocabulary and language. Children show that they are developing good communication and language skills as they confidently talk to each other and to adults. Children arrive at the provision feeling happy and settle quickly into the routine. They are friendly with one another and choose toys and resources that they want to play with. Children are self-confident and show a good sense of belonging. The childminder and her assistant provide routines and interesting activities for the children. However, sometimes, they miss opportunities to promote children's self-help skills

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The provision is good

and independence. For example, at times, the childminder does things for them that they could do for themselves. Children treat each other with respect and kindness as they share resources and take turns without prompting. They take time experimenting and develop resilience and creativity. The childminder observes children during their play and makes a note of this. However, the childminder does not consistently plan specific activities that support children's next steps in learning.

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need to do better?

n The childminder takes children on exciting outings around the local community and further afield, to libraries, playgroups, farms and theme parks. Children visit their local community centre and spend time with other children and the elderly. This gives children opportunities to find out about similarities and differences between people in their locality in order to further their understanding of diversity. n The childminder completes regular observations and assessments of children's learning. However, information gathered from observations is not used consistently well to decide what children need to learn next. n Children have established strong bonds with the childminder, who provides a nurturing and homely environment. For example, they confidently reach out to her for cuddles and reassurance, especially when feeling tired or upset during the day. Children are confident in using language to express their opinions and

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need to do better?

feelings. Children are happy, emotionally secure and display a strong sense of belonging. n The environment has a range of activities and toys that are accessible to the children. They develop an interest in technology and how things work. For example, children learn to operate electronic toys by pressing buttons to create familiar songs and other effects. The childminder misses some opportunities

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need to do better?

8 October 2019 during everyday routines to promote children's self-help skills and independence. For example, she does not encourage children to tidy toys away when they have finished playing with them so there is space to play and to prevent them from tripping over the toys. n Children engage in physical exercise and get plenty of fresh air to support their health and well-being. They enjoy going on nature walks, where they learn about the local area. The childminder and her assistant use these opportunities to teach children about road safety, looking both ways and listening for cars. n The childminder makes the most of daily routines to help children to develop their knowledge of colours and shapes and to promote their early counting skills. She counts with children, giving them time to think, before they give a correct response as to what number comes next. Children benefit from targeted praise and encouragement, which helps to raise their confidence and self-esteem.

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need to do better?

n The childminder's assistant offers effective support for children who speak English as an additional language (EAL). This is illustrated when he counts to 10 and knows key phrases in the child's home language. All children, including those with special educational needs and/or disabilities and those who speak EAL, make good progress from their individual starting points. n Partnership with parents is strong. The childminder and her assistant build good relationships with children and their parents from the start. Parents are complimentary about the care that their children receive. They say that the childminder is caring, thoughtful and very supportive.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a secure understanding of the possible signs of abuse. They understand the procedures to follow should they have concerns about the welfare of a child in their care. The childminder has robust procedures in place in the event that an allegation is made against herself, her assistant or a household member. She ensures that mandatory training is kept up to date, such as paediatric first aid and safeguarding. This supports children's safety and welfare.

p.3

should:

n organise routines and activities more effectively to consistently promote self-help skills and independence of the children even further n utilise fully the information from observations of children's development to refine teaching and plan even more precisely for the next steps in children's learning.

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Setting details

Unique reference number EY407353 Local authority Richmond Upon Thames Inspection number 10060945 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 to 4 Total number of places 6 Number of children on roll 7 Date of previous inspection 14 December 2015

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Information about this early years setting

The childminder registered in 2010. She lives in Barnes, in the London Borough of Richmond. The childminder provides care all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3 and provides funded early education for three-year-old children. She works with an assistant, who is her husband.

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Inspection activities

n The inspector completed a learning walk with the childminder to find out how she organises the care and education provided. n The inspector held discussions with children and parents. She also took into account parents' written feedback. n A joint observation was discussed with the childminder to evaluate the quality of teaching and learning. n During the inspection, the inspector sampled documentation and discussed safeguarding with the childminder and her assistant, including how they reflect on their practice. n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.

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Inspection activities

8 October 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

8 October 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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