Childminder in Richmond 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 Met

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The provision is good

Children are happy and settled in the childminder's care. She is kind and welcoming. The childminder quickly establishes close and secure relationships with the children and their families. Children develop strong emotional attachments with the childminder. This helps them to feel confident to express their ideas and feelings. Effective settling-in arrangements ensure that the childminder knows in detail about children's preferences, and she adopts a flexible approach to ensure these individual needs are met. The childminder has high expectations for all children. She sets clear boundaries for behaviour and gives children a wealth of praise and encouragement. This helps to build their confidence and self-esteem. Children behave well as they play alongside each other. The childminder uses opportunities to reinforce how to share and take turns. For example, children discuss what resources they can get out so everyone can take part. Children have

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The provision is good

plenty of fresh air, physical exercise and opportunities to learn about the world in which they live. For instance, they visit local attractions such as the park, libraries and soft-play centres.

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need to do better?

n The childminder supports children's imaginations well. She engages in pretend play with children, where they enjoy having picnics with dolls or baking, for example. Children play alongside each other cooperatively. n The childminder has a good understanding of how children learn. She uses her ongoing observations to understand children's starting points, interests and learning styles. She incorporates their next steps in learning into her planning. This has a positive impact on developing children's knowledge and skills across all areas of learning. n Children persevere well with activities and receive huge encouragement and praise from the childminder. For example, they constructed 'snowmen' and calendars and showed their pride in what they had accomplished. The childminder supports children's confidence effectively, helping them to believe they can succeed in their achievements. n Although the childminder has established partnerships with other settings that

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need to do better?

the children attend, she has not developed the sharing of information to support children's learning and development as fully as possible. n The childminder supports children's communication skills effectively. She speaks clearly, introduces new words to develop children's vocabulary and asks questions to extend their learning. Children are encouraged to contribute when reading stories and to share their thoughts and ideas. n Children have good attitudes to learning. They are curious, inquisitive and keen to take part in activities. They show high levels of concentration as they play. Children develop their independence skills. For example, they feed themselves at

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need to do better?

19 December 2019 mealtimes and respond well to encouragement to manage their own care needs. n The childminder is committed to improving her setting continually. She regularly reflects on her practice, taking into account the views of the children. However, she does not take full advantage of opportunities for professional development to support children's learning. n The childminder supports children's awareness of healthy lifestyles. For instance, she reminds children that they need to wash their hands when they have used the toilet and before mealtimes. n The childminder builds good relationships with parents. She keeps in regular contact with parents throughout the day and shares photographs and observations of children's activities. n Children demonstrate good fine motor skills. For example, they used different tools to make shapes and marks in the dough such as letters in their names. The childminder also supported them well by introducing language to develop their

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her safeguarding knowledge updated regularly through attendance at training courses. She can identify signs and symptoms which may indicate that a child is at risk of harm. She is also aware of wider safeguarding concerns and who to contact if concerned about a child in her care. The premises are secure and the childminder carries out regular checks of the environments to ensure they remain safe for children to use.

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should:

n strengthen partnerships with other providers to support and complement children's care and learning experiences consistently n take opportunities to enhance knowledge and skills through professional development focused on children's learning.

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Setting details

Unique reference number EY298919 Local authority Richmond Upon Thames Inspection number 10120362 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 5 Number of children on roll 2 Date of previous inspection 22 October 2015

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Information about this early years setting

The childminder registered in 2004. She operates from Twickenham, in the London Borough of Richmond, and works alongside another registered childminder. She opens between Monday and Thursday, from 7.30am to 6pm, for 48 weeks a year. The childminder holds a relevant childcare qualification at level 3.

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Inspection activities

n The inspector observed the interactions between the childminder and the children. n The inspector spoke to the childminder about the activities she plans and how they benefit children's development. n A range of documentation was sampled, including training certificates and children's learning files. n The inspector spoke with children during the inspection.

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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

19 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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