Bonnar, Linda Dianne

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 and her assistants provide a warm and welcoming homely environment for toddlers and babies where they feel happy and safe. Babies settle quickly and form strong attachments. The childminder and her assistants are sensitive to the children's individual needs, and their emotional needs are given the highest regard. For example, they are aware when children are hungry, tired or need reassurance and a cuddle. The childminder has high expectations for the children in her care. She is passionate about helping babies and children to develop and learn. Babies and toddlers behave well and delight in social interactions. The childminder and her assistants interact positively with the children. They get down to their level and join in with their play. Babies show excitement as they try to repeat the sounds the childminder makes. Children develop their confidence effectively and build good levels of self-esteem through the regular praise and encouragement they receive

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The provision is good

from the childminder and her assistants. The childminder works in close partnership with parents. From the outset, she gathers detailed information from parents to assess children's starting points and follows the home routines of babies. Parents comment positively about the service the childminder provides.

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need to do better?

n The childminder is motivated to develop her service. She completes mandatory training to ensure her knowledge and skills are up to date. She supervises her assistants and models good practice. The childminder and her assistants deploy themselves well, understand their roles and responsibilities, and work effectively together. n The childminder and her assistants provide frequent opportunities to support toddlers' and babies' developing speech and language through shared stories, rhymes and play. Babies show a love of singing as they excitedly wiggle their bodies. The childminder and her assistant adapt their language effectively when talking to babies. They model new words, repeat back sounds babies make, and talk to children as they play together, extending their emerging vocabulary. n The childminder and her assistants use their good knowledge of children to ensure activities motivate toddlers and babies to play and learn. They observe

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need to do better?

and accurately assess what children know and can do. However, the childminder does not always ensure that her plans for children's next steps in learning are precise and sharply focused, to help children achieve at the highest levels. n The childminder promotes children's awareness of a healthy lifestyle. Children benefit from a nutritious, balanced diet and healthy home-cooked meals. The childminder considers children's dietary requirements and preferences to ensure all their needs are consistently met. Babies develop early independence as they

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need to do better?

3 February 2020 hold their own beaker and confidently feed themselves finger foods. n Babies are very physically active. They crawl around and confidently pull themselves up using the furniture. Children develop their small- and large- muscle skills. For example, they build towers with beakers and carefully turn shapes around to fit them into a shape sorter. They play in the garden and have daily outings to the local park and the duck pond where they get plenty of fresh air and exercise. n The childminder provides a range of toys and resources that engage toddlers and babies in their play. However, she does not always fully consider how she can organise toys and resources in her home to promote opportunities for young children and babies to be more curious and independent in their play. n Toddlers and babies are inquisitive and confidently move around the childminder's home exploring the ample plastic resources on offer. Although the

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need to do better?

childminder demonstrates a good understanding of the curriculum, she does not provide a wide range of natural resources to broaden children's sensory experiences. n The childminder continually shares information with parents. She talks to them daily and discusses care routines and what the children have been doing in the daily diaries. Parents are encouraged to add their own comments and share news from home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants have a good understanding of how to keep children safe. They know how to identify if a child is at risk of harm and the procedures to follow should they have any concerns about a child's welfare. The childminder is vigilant about the security of the children. She ensures that the environment is safe and clean. Daily risk assessments are carried out to ensure any hazards are removed or minimised.

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should:

n sharpen planning to identify more specific and targeted next steps in children's learning and make the most of opportunities to help them achieve these n review the organisation of resources to enable young children and babies to be curious, make independent choices in their learning and play more effectively n provide a wider range of natural objects to enrich babies' and younger children's sensory exploration.

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Setting details

Unique reference number EY432869 Local authority Richmond Upon Thames Inspection number 10074892 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 1 to 2 Total number of places 9 Number of children on roll 11 Date of previous inspection 25 January 2016

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Information about this early years setting

The childminder registered in 2011 and lives in Barnes, in the London Borough of Richmond upon Thames. She works with three assistants and operates from 8am to 6pm, Monday to Friday, all year round.

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Inspection activities

n The childminder and the inspector carried out a learning walk and discussed how the provision is organised to support children's care and learning. n The inspector observed babies' and toddlers' play and interactions with the childminder and her assistants. She observed the quality of teaching and assessed the impact this has on children's learning. n The inspector spoke to the childminder, her assistants and the children at appropriate times during the inspection. n The inspector looked at relevant documentation, including children's records and evidence of the suitability of staff. n The inspector took account of parents' written and verbal feedback and took account of their views.

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Inspection activities

3 February 2020 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

3 February 2020 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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