Childminder in Surrey

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 provides a welcoming and stimulating environment. Children confidently choose from a range of resources and activities that interest them. The childminder plans exciting experiences that follow children's interests and she gets down to their level and joins in with their play. She fosters their excitement and enthusiasm for learning and supports them to become independent thinkers. Children enjoy their time with the childminder, and she helps them to learn how to keep themselves safe as they explore their environment.

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The provision is good

The childminder supports children's communication skills well as she constantly talks to them. For example, they engage in pretend play as they create a party for the teddies. The childminder takes children on regular outings to the park and playgroups so that they have opportunities to socialise with a larger group of children.

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The provision is good

Children feel happy and comfortable in the childminder's care and form secure attachments with her. They enjoy sitting close to the childminder while she reads them stories, sings rhymes and plays musical instruments. The childminder provides children with resources to extend their play and they imaginatively create their own games. She is a positive role model and children behave well. Children develop a positive sense of themselves and thrive on praise from the childminder.

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need to do better?

n The childminder has high expectations for all children's learning, based on what she knows about them. Children are motivated and demonstrate a positive attitude to learning. They are keen to explore the resources and investigate independently. The childminder uses good teaching skills to support children's learning. For example, she demonstrates what they can do with the activities and asks questions to encourage them to listen, think and talk. n The childminder has a strong awareness of children's individual interests and abilities. She provides them with interesting and challenging learning opportunities. For example, children explore resources that encourage them to count, sort and match colours. n Children develop a love of books and independently select them. They eagerly look at the books and point out things to the childminder. She discusses and names items to extend children's understanding and interest further.

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need to do better?

n Overall, the childminder completes detailed assessments on what children know and can do. However, she does not always make the best possible use of the progress check for children aged between two and three years to highlight the precise next stages in their development. n The childminder manages children's behaviour well. She is calm, encouraging

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need to do better?

12 December 2019 and positive. Children listen and respond to instructions. The childminder gives lots of praise and encouragement. This helps to build their confidence and self- esteem. n The childminder reflects on her practice and evaluates the effectiveness of her provision. However, she has not reflected closely on her skills and knowledge in order to confidently understand the areas of learning she teaches. She plans to continue to access professional development opportunities to ensure the improvements she has already made are sustained. n The childminder interacts extremely well with the children. She is affectionate and gentle in her approach. She engages in conversation during play and clearly emphasises key words to help enhance children's understanding and speaking skills. n The childminder helps to support children's healthy lifestyles. She promotes their health and hygiene well. Young children learn to wash their hands before meals,

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need to do better?

and they enjoy healthy snacks and drink water. Children enjoy nature walks and trips to local playgroups and parks, where they can enjoy being active and develop their physical skills. n The childminder has good relationships with children's parents. She works successfully with them from the start to develop a good understanding of their children's needs and developmental stage. She shares information about children's learning and development in daily discussions, which helps to support their learning at home. The childminder works collaboratively with staff at other settings the children attend.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her role in safeguarding children. She keeps her knowledge of child protection and safeguarding matters up to date and relevant, and is aware of wider safeguarding issues and the 'Prevent' duty. She can identify different signs of abuse and knows what action to take should she have any concerns about a child in her care or if an allegation is made.

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should:

n strengthen the progress check for children aged between two and three years to provide clearer and more precise next steps in children's progress to help raise their learning to the highest levels n use self-evaluation to identify areas for improvement and strengthen knowledge and skills, particularly with regards to the strengthening of the teaching of the seven areas of learning and development.

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Setting details

Unique reference number EY387115 Local authority Richmond Upon Thames Inspection number 10065596 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 6 Total number of places 6 Number of children on roll 6 Date of previous inspection 5 October 2015

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Information about this early years setting

The childminder registered in 2008 and lives in Twickenham, in the London Borough of Richmond. She operates all year round from 8am to 6pm, Monday to Friday. The childminder is flexible to meet the needs of the parents.

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Inspection activities

n The childminder and the inspector completed a learning walk of the areas of the home used for childminding and discussed how the provision is organised. n The inspector observed the quality of care and teaching, and assessed the impact this has on children's learning, development and welfare. n The inspector held discussions with the childminder at appropriate times during the inspection. n The inspector viewed relevant documents, including policies and procedures, and evidence of the suitability of persons living on the premises.

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Inspection activities

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

12 December 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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