Johnston, Susan

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

p.1

The provision is good

Children form close and affectionate bonds with the kind and caring childminder. She provides a warm, welcoming environment, and children show that they are extremely confident and emotionally secure. For example, they happily play and explore in the childminder's home, snuggle with her as she reads to them and seek her out for cuddles when they are tired.

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The provision is good

Children behave well. For instance, they happily cooperate when asked to do something, such as helping to tidy away the toys or wash their hands. The childminder is a good role model for children and has high expectations for their behaviour. She teaches children to use good manners and encourages them to say 'please' and 'thank you'. She sets clear boundaries so that children are safe in her home. For example, they know that they must not go upstairs out of her sight.

p.2

The provision is good

Children show curiosity and are keen and motivated to learn and develop their skills. They concentrate well on things that interest them. They have good opportunities to make independent choices in their play as they select from the wide range of resources. Children become engrossed in imaginative activities. For instance, they enjoy creating a habitat for their dinosaurs to 'stomp' in. Children 'roar' at the top of their voices as their dinosaurs reach the top of the mountain.

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need to do better?

n The childminder places strong emphasis on supporting young children's communication skills, through enjoyable opportunities such as story times. She provides a narrative as children play and asks a range of questions that prompt children to think. For example, she asks children what dinosaurs eat, and allows them time to respond. When the childminder reads to children, she uses a variety of exciting tones which help bring the story to life. She introduces new words such as 'dizzy'. This helps to extend children's vocabulary, supporting them to become confident communicators. n The childminder prioritises her professional development. She frequently attends network meetings delivered by the local authority, and regularly undertakes training. She has recently completed a course to increase her knowledge of managing children's behaviour. n Children make good progress with their mathematical development. They are

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need to do better?

beginning to develop an understanding of mathematical concepts and use appropriate language such as 'big' and 'small'. Children have regular opportunities to learn about numbers and shapes through their play activities. For example, the childminder encourages children to identify wooden shapes by colour and height and place them in order of size to create a 'magical rainbow'. n The childminder knows children very well. She provides a curriculum which

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need to do better?

9 March 2020 focuses on helping them to move on to the next stages in their learning. She makes detailed observations and assessments of children's learning to help ensure they are making progress. n Children develop their social skills when they attend local playgroups and play with children who are similar in age. They have plenty of opportunities to explore the outdoors and be physically active. The childminder organises regular trips to the local farms and national parks, where children interact with various animals and take part in woodland treasure hunts. However, the childminder does not always make the most of opportunities to expand children's understanding of the importance of healthy eating. n Children benefit from a wide range of experiences to develop their physical skills. Younger children confidently turn pages in books and transport large items from one place to another. They develop their small-muscle skills as they reach

p.2

need to do better?

for toy animals and stack them on top of each other. n Partnerships with parents are good. The childminder gathers detailed information from parents about what their children can do from the start, which helps her support them in their care and learning. Parents comment in their written feedback that they are extremely happy with communication and are kept well informed about their children's day. The childminder shares developmental information with parents to establish a consistent approach to children's learning and development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of child protection issues, including wider safeguarding concerns. She is aware of the signs and symptoms which may indicate that a child is at risk of harm. The childminder knows who to contact if she has concerns about a child's safety or welfare. She keeps up to date with any safeguarding changes and updates her policies and procedures accordingly. The childminder teaches children how to keep themselves safe. For example, she encourages them to tidy up after activities to help to prevent trip hazards. The childminder is qualified in paediatric first aid. She conducts regular risk assessments of her home and garden, and when children take part in outings, to ensure children's safety.

p.3

should:

n support children to develop an understanding of the importance of healthy eating.

p.3

Setting details

Unique reference number EY351755 Local authority Kingston upon Thames Inspection number 10073897 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 17 May 2016

p.4

Information about this early years setting

The childminder registered in 2007. She lives in Chessington, Surrey. The childminder cares for children Monday to Friday from 7.30am to 6pm, all year. She holds a relevant qualification at level 3.

p.4

Inspection activities

n The inspector took account of parents' views from written feedback they had provided. n The inspector observed the quality of education and the impact this has on children's learning. n Relevant documentation, including safeguarding policies and procedures and evidence of the suitability of the childminder and other adults living on the premises, was checked by the inspector. n The childminder discussed with the inspector how she plans and organises the curriculum for the children in her care.

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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

9 March 2020 9 March 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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