Pepper, Karen Anne

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 play happily in a calm and welcoming environment. They are made to feel safe and emotionally secure by the childminder, who spends her time playing with the children. This has a positive impact on children's emotional well-being. Children enjoy a good balance of child-initiated and adult-led activities. Their interests are noticed and acted upon by the childminder. For example, children's interest in vehicles has led to children creating trains using recyclable materials. They enjoy and persevere with the activity, showing pride in their individual creations. Such activities foster children's imaginations and creativity successfully. Children have positive attitudes to learning. They are motivated to play. The childminder has clear and appropriate expectations that aid children's behaviour effectively. Children are kind to each other. For example, older children pass resources to the younger ones without being prompted. They know how to use 'please' and 'thank

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The provision is good

you' in the right context. Children's spoken language is developing in line with their age and stage of development. They are beginning to express themselves using a combination of words and hand gestures. The progress that children make from their starting points is good.

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need to do better?

n The childminder observes and monitors children's progress closely. This enables her to know children well. The range of activities that children experience is varied and interesting. They particularly enjoy exploring toy trains and wooden tracks. Children show good levels of concentration. n The childminder is skilful in supporting children's literacy skills. She teaches children to link letters with the sounds they represent in an enjoyable and meaningful way. Children, including some of the young ones, can recognise many of the letters in the English alphabet with increasing confidence. n The childminder encourages children to use numbers and mathematical language, such as 'big' and 'small' to describe objects. On occasions, the childminder is too quick to intervene when children face problems during play. For example, she offers children solutions rather than allowing them to work things out for themselves. This does not fully develop and extend children's

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need to do better?

problem-solving skills. n Partnerships with parents are strong. Parents comment that the childminder is 'incredibly patient' and that she gives children 'personal care and attention'. Parents value the variety of activities and learning experiences on offer, such as outings to Barnes Pond and Barnes Common. These opportunities help children's social and physical skills to grow. n The childminder is a positive role model for the children. She is calm and caring. She provides children with lots of praise, such as 'fantastic' and 'amazing work'. This builds on children's self-esteem and confidence successfully.

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need to do better?

17 February 2020 n Children learn to play well together. They are encouraged to share and take turns at all times. Children's behaviour is good. n The childminder makes effective use of opportunities to involve children in preparing their meals. For example, on the day of the inspection, she encouraged children to make muffin pizzas for their lunch. Children used their fine motor skills to cut, mix and sprinkle the toppings for their pizza. These opportunities enable children to practise their independence skills. n The childminder is committed to her role and evaluates her practice well. She seeks, and acts, on the views of parents and other professionals to improve children's learning experiences. As an example, since the last inspection, the childminder has reviewed the use of battery-operated toys to raise children's understanding of technology. n The childminder completes online training and reads childcare publications to

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need to do better?

learn different ways of supporting children's learning. For example, she has increased her knowledge of how to teach children about similarities and differences between themselves and others. The childminder acknowledges that she needs to extend her professional development to raise the quality of the provision to the highest level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder provides children with a safe and secure environment to play and learn. For instance, she practises regular evacuation drills to ensure that children's safety remains a high priority. Children are well supervised. The childminder understands her responsibilities to keep children safe. She knows the signs that may indicate that a child is at risk of harm, including if they are exposed to extreme views and/or behaviours. The childminder is aware of the correct procedures to follow if she has a concern about children's welfare.

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should:

n make more effective use of opportunities that arise to develop children's problem-solving skills n extend professional development to enhance teaching skills and personal effectiveness, to raise the quality of the provision to the highest level.

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Setting details

Unique reference number EY424667 Local authority Richmond Upon Thames Inspection number 10074733 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 27 January 2016

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Information about this early years setting

The childminder registered in 2011 and lives in the London Borough of Richmond upon Thames. She offers her childminding service from 7.30am until 6pm, Monday to Friday, all year round. The childminder holds a relevant childcare qualification.

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Inspection activities

n The inspector and the childminder completed a learning walk to understand how the early years curriculum is organised. n The inspector spent the majority of inspection time observing children during indoor activities. n The inspector sampled a range of documentation, including children's learning records, policies and procedures. n The inspector observed two planned activities with the childminder and discussed children's learning with her. She engaged with the children at appropriate times during the inspection. n The inspector read written feedback from parents to obtain their views about the childminder and the service that she provides.

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Inspection activities

17 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

17 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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