Childminder 131923

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 show that they are settled and feel safe with the childminder. They enjoy lots of cuddles, reassurance and attention that support their emotional well-being effectively. Children extend their vocabulary as they play. They engage happily in conversations and ask questions to show their curiosity. For example, older children ask the childminder 'Who's that?' when they hear a knock on the door. Younger children are beginning to use single words, such as 'up', 'down', 'no' and 'bye', to express themselves. They practise their walking skills confidently, safe in the knowledge that the childminder is nearby for support. Children experience a range of outings within the local community, including trips to playgroups and parks, which helps to develop their social skills effectively. The childminder has high expectations for children's behaviour. She gives them clear and consistent messages to help them manage their thoughts and feelings. Children behave well.

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The provision is good

They share and take turns with their friends. Children have positive attitudes to their play. They enjoy exploring the learning environment freely and safely. It is evident that children make good progress from their individual starting points.

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need to do better?

n The childminder observes and assesses children's learning accurately. She plans the educational curriculum based on what children know, understand and can do. For example, children enjoy exploring dough, which supports their imagination and sensory skills successfully. During the activity, the childminder encourages children to observe the changes as they mix the ingredients together. Children show good levels of concentration. However, at times, the childminder misses opportunities to challenge younger children to fully support their learning. n Children hear and use mathematical language during play. They learn to count everyday objects and compare shapes, such as circles and squares. Children enjoy listening to stories and singing nursery songs. Older children are beginning to recognise letters and the sounds that they make, to help prepare them for school. n Children's behaviour is good. They play harmoniously and use polite words, such

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need to do better?

as 'please' and 'thank you'. Relationships between children and the childminder reflect an inclusive and respectful culture. This raises children's positive sense of themselves. n The childminder is kind and caring. She creates a secure, friendly and supportive environment which fosters children's self-confidence. Even children who have not been in the setting for long show that they feel happy and safe. The childminder models good hygiene practices consistently. As a result, children learn to prevent the spread of infection, for example by covering their mouth when coughing. A healthy lifestyle is encouraged within the setting. Children

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need to do better?

27 November 2019 enjoy a balanced diet and engage in physical activities. n Partnerships with parents are strong. The regular sharing of information enables parents to find out about their children's progress. Parents write in their feedback that the childminder provides a 'pleasant and welcoming environment' that helps their children to learn and develop well. n The childminder shares good practice with other early years settings and reads relevant materials to develop her knowledge and skills. For example, she has enhanced her knowledge of how to set-up messy play activities to further motivate children to play. The childminder acknowledges that her professional programme is not targeted enough to raise the teaching to the highest possible level. n The self-evaluation process is ongoing. The childminder reflects on her practice for the benefit of children and their families. For example, she has reviewed the

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need to do better?

organisation of the learning environment to support children's independence skills more effectively.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is able to explain her policies and procedures well, for instance what to do in the event of a safeguarding concern. She has a secure understanding of child protection issues, including what might indicate a child is at risk of extreme views. The childminder checks the premises effectively to minimise potential risks to children. She carries out regular fire drills to teach children what to do in the event of an emergency. Supervision of children is good. Children play within sight and hearing of the childminder. This helps to support their emotional and physical welfare.

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should:

n adapt some of the planned activities to ensure all children receive the right levels of challenge to fully support their learning n target specific professional programme to ensure the standards of teaching are consistently at the highest level.

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Setting details

Unique reference number 131923 Local authority Kingston upon Thames Inspection number 10072371 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 4 Total number of places 6 Number of children on roll 3 Date of previous inspection 10 May 2016

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Information about this early years setting

The childminder registered in 2000 and lives in the London Borough of Kingston Upon Thames. She operates Monday to Friday from 7.30am to 6pm, all year round, excluding bank holidays. The childminder holds an early years qualification at level 3.

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Inspection activities

n The inspector observed indoor activities and the quality of the childminder's interactions with the children. n The inspector viewed all areas of the premises used for childminding. She carried out a 'learning walk' with the childminder to find out how she organises the early years foundation stage curriculum. n The inspector looked at a range of documentation, including children's records and training certificates. n The inspector read written feedback from parents to gain their views about the service that they and their children receive. n The inspector evaluated a planned activity with the childminder and discussed the impact of this on children. She engaged with the children at appropriate times during the inspection.

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Inspection activities

27 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

27 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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