Childminder in Kingston 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

The childminder's home is welcoming and safe. She is vigilant when caring for children and assesses potential risks to ensure that the environment, resources and equipment are safe and suitable. The childminder encourages children to be independent and to begin to manage their own personal needs. This supports their self-esteem and helps to prepare them for moving on to larger childcare settings. She guides children's behaviour effectively, using praise and gentle reminders to help them understand what they should or should not do. Children behave well.

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The provision is good

Children demonstrate that they feel safe and happy in the childminder's home. They confidently express their needs and make independent choices from the toys and resources. Children show a lively and enthusiastic approach to learning. For example, they hum and sing to themselves as they arrange the toys animals into groups and talk animatedly about why they have ordered them in a particular way.

p.2

The provision is good

The childminder observes children to find out about their interests and what they can do. She has high expectations for children and plans activities that help them to make good progress in their learning. However, at time she misses opportunities to support their problem-solving skills. The childminder supports children's developing communication skills effectively. Children thoroughly enjoy joining in with stories and songs, which encourages them to learn new words and rhymes.

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need to do better?

n The childminder organises her provision well and reflects on her service to ensure that it meets all children's needs. For instance, she has expanded the range of books she provides to ensure that they are interesting and appropriately challenging for children of different ages and abilities. She ensures that she completes training, such as for safeguarding and first aid, to help her protect children from harm. n The quality of the childminder's teaching is generally good. However, at times she steps in too quickly to solve problems for children, rather than encouraging them to persevere and discover their own ways of doing things. n Children enjoy exploring resources, using their senses, and utilise materials imaginatively as they investigate their ideas. For instance, as children played with a tray of cereal, they discovered that they could create different sounds by pouring, sprinkling or crushing the cereal. They compared the sounds to noises

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need to do better?

they had heard previously, such as the patter of raindrops. n The childminder supports children's mathematical development well. For example, during activities she shows children how to count accurately and gives them time to practise this themselves. She provides opportunities for children to play with shapes and explore how these fit together, and uses words such as

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need to do better?

6 November 2019 'big' and 'small' to help them learn about measurements. n Children show high levels of involvement and interest as they play. For example, children concentrated well as they sorted toy farm animals into groups and used a magnifying glass to study them more closely. They enjoy spending time with others and willingly help with tasks such as tidying away the playthings. n The childminder develops secure and caring relationships with children. She gets to know them well and is highly sensitive to their individual needs and characteristics. For instance, she recognises when children who are shy need encouragement to talk to others and provides the support they need to boost their confidence. n Children learn good hygiene routines, such as taking off their shoes when coming indoors and washing their hands before eating. They enjoy the healthy meals and snacks provided by the childminder and play outdoors each day,

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need to do better?

which contributes to their enjoyment of healthy lifestyles. n The childminder develops effective partnerships with parents. She exchanges information on children's learning and care routines to help provide good continuity between home and her setting. n The childminder has strong links with schools that children also attend. She finds out about the things that children enjoy at school and incorporates them into her planning, to help continue children's learning. For example, children belong to a school skipping club. Therefore, the childminder provides skipping ropes and a space in her garden where they can practise and develop their skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder maintains a secure knowledge of safeguarding through regular training. She knows how to identify if a child is at risk of harm and is clear on her responsibility to act swiftly if she is worried about a child's welfare. She knows how to report concerns about children to relevant agencies and what to do if there is an allegation made against her or a member of her household. The childminder closely supervises children as they play in her home and when on outings, to help keep them safe.

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should:

n provide consistent support and encouragement for children to persevere with tasks and begin to solve problems independently.

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Setting details

Unique reference number EY395306 Local authority Kingston upon Thames Inspection number 10074273 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 2 to 7 Total number of places 5 Number of children on roll 4 Date of previous inspection 3 February 2016

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Information about this early years setting

The childminder registered in 2009. She provides care for children all day, from Monday to Friday, for most of the year. The childminder holds a relevant childcare qualification at level 4.

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Inspection activities

n The inspector conducted a learning walk with the childminder around the areas used for childcare. They discussed how the environment is organised to promote children's learning and help keep them safe. n The inspector had discussions with the childminder at appropriate times during the inspection. She also observed and spoke to children to assess their experiences in the setting. n The inspector reviewed a sample of the childminder's documents, including policies and procedures, and children's records. n The inspector observed a range of activities and assessed the quality of teaching and the impact this has on children's learning. n The childminder shared parents' views on her setting, which the inspector took account of during the inspection.

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Inspection activities

6 November 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

6 November 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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