Childminder 131978

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 creates a warm, welcoming and inclusive environment for all children. She knows children well and plans activities that follow their interests. The childminder checks what the children already know and can do when they first join her. As a result, she builds on children's knowledge and skills. She provides suitable challenge to help children to develop the skills they will need for when they move on to school. Children listen well and develop their understanding and speaking skills effectively. For example, they can follow simple instructions well. They show good thinking and problem-solving skills. For instance, children carefully complete different-sized puzzles. Children are confident in the environment. They invite the childminder into their play and ask for support without hesitation. Children are happy, feel safe and thoroughly enjoy their time with the childminder. They demonstrate respectful attitudes. For example, they look after resources and

p.2

The provision is good

help to tidy up. The childminder interacts well with children. She gives many choices and supports children, when needed. This encourages children to be self- motivated and persevere with activities. They behave well. Children access a good range of activities and events in the community, which expands the quality of the curriculum provided.

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need to do better?

n The childminder is experienced and organises her childcare service well. She implements her policies and procedures to provide a safe and secure environment for children. The childminder ensures she keeps up to date with any changes to legislation that affect her childcare business. She actively accesses training that contributes to children's learning. n The childminder is able to adapt activities to suit the age and stage of development for every child. Children articulate what they know well. Younger children take pride in sharing their problem-solving skills when completing tricky puzzles, and the childminder positively acknowledges their efforts and achievements. This helps to boost their confidence well. n Children are supported well to develop early literacy skills. For example, they take pleasure in identifying and sounding out familiar letters as they complete puzzles. They have lots of opportunities to draw, make marks and develop their

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need to do better?

writing skills. n Children have positive attitudes to their learning. They display high levels of concentration and enjoyment in their chosen activities. For example, younger children focus as they listen and join in with stories. The childminder supports children's communication skills very well. She encourages them to speak and explain their ideas, such as when they talk about the pictures in books. She asks questions and gives children time to respond. Children competently ask questions, such as 'What is this?' The childminder introduces different

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need to do better?

17 December 2019 vocabulary, which helps to expand children's language skills. n The childminder provides nutritious snacks and healthy meals for the children. She works effectively in partnership with parents to support children's continuing good health. She builds on opportunities to support children to be more active and enhance their healthy lifestyle. For instance, they have daily trips to local parks, go on walks and take part in a wide range of activities which they enjoy. n Children behave very well and use good manners. For example, children say 'please' and 'thank you' to the childminder. The childminder is a very good role model to children. She sensitively helps them to learn how to share toys and resources. n The childminder observes children regularly and plans activities that build on their current experiences and interests to support their next steps in learning. For example, she uses children's interest in cars and puzzles to support their

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need to do better?

finger muscles. However, some activities are not extended as well as possible to help younger children to develop their knowledge of counting and numbers. n Children enjoy opportunities to be in larger groups and create meaningful friendships with other children. This supports their social skills and helps them to develop a sense of their community. n The childminder occasionally misses opportunities for children to develop their independence skills as she carries out tasks for them that they could do for themselves.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her safeguarding responsibilities. Her knowledge of the signs and symptoms of abuse and of wider safeguarding issues promotes a culture of vigilance. She attends regular training to stay up to date with legislation and policies. The childminder keeps robust records to help her to monitor the overall well-being of children. She is quick to assess situations to ensure they are safe for the age and stage of the children in her care.

p.3

should:

n offer children further opportunities to carry out simple tasks for themselves to promote their independence even more n develop further ways to include counting and numbers in activities to support children's early mathematical skills.

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Setting details

Unique reference number 131978 Local authority Kingston upon Thames Inspection number 10072373 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 2 Total number of places 6 Number of children on roll 1 Date of previous inspection 1 March 2016

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Information about this early years setting

The childminder registered in 1996 and lives in New Malden, in the Royal Borough of Kingston upon Thames. She operates all year round from 7.30am to 5.30pm, Monday to Friday.

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Inspection activities

n The inspector and the childminder completed a learning walk around all areas of the home to understand how the early years provision and the curriculum are organised. n The inspector observed the childminder interacting with the children. n The inspector held discussions with the childminder about the activities she provides and children's learning and development. She spoke with children at appropriate times throughout the inspection. n The inspector looked at a sample of documentation, including the childminder's paediatric first-aid certificate, children's attendance register, and the safeguarding policy. n A leadership meeting was held with the childminder.

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Inspection activities

17 December 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

17 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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