Hatton-Smith, Michelle

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children develop close, warm relationships with the childminder and feel happy and secure in her care. They behave well and acquire good social skills. Boys and girls of different ages generally play alongside each other harmoniously. Older children cooperate and develop their own games. For example, children create a narrative about cars being buried in the sand and work together to uncover them. Children show a positive attitude towards being independent and enjoy helping with tasks, such as drying the equipment in the garden after rain. They are enthusiastic and skilfully use simple technology, such as a voice-activated music system and interactive toys. This provides experiences that will help children prepare for their future. Children develop good communication skills. Toddlers use gestures and expressions competently to make their needs known and learn to say their first words. Older children listen well and speak confidently as they express their ideas

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The provision is good

and hold conversations with others. Children thoroughly enjoy the opportunities to learn outdoors, such as in the childminder's garden and on outings to a nearby open space. They explore and learn by using their senses as they engage in 'messy' activities, such as mud, water and sand play.

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need to do better?

n The childminder provides a warm and welcoming environment where children feel safe and happy. She has an extensive range of toys and resources. These support children's learning and development well across all areas of the curriculum. Children confidently choose what they wish to play with and become highly engaged in their learning. n Children develop a wide range of skills and knowledge, and are well prepared for moving on to school or nursery. They learn to count, calculate and compare weight and size during activities and routines. The childminder generally teaches children very well. However, she does not always support their thinking skills as effectively as possible. For example, she asks children questions and then gives the answer before they have time to think and respond. n The childminder speaks to children throughout the day. She uses a wide range of words to help support their language development and enhance their

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need to do better?

learning. For example, during water play, she introduces the words 'absorb' and 'soak' to help children understand how sponges work. n Children develop good self-care skills; they learn to put on their own shoes and to wash their hands before eating. The childminder encourages their independence and ensures that they have opportunities to make choices and lead their own play. However, occasionally, when children find things challenging, she steps in to complete tasks, rather than to encourage children to persevere. n The childminder gives children lots of praise, which helps to boost their self-

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need to do better?

11 March 2020 esteem and confidence. She guides their behaviour well, using consistent reminders. However, sometimes, the childminder misses opportunities to help children reflect on their emotions and begin to understand how their actions may affect other people's feelings. n Parents give excellent feedback on the childminder's service. They praise the wide range of activities and appreciate the healthy meals and snacks she provides for children. The childminder actively seeks their views and regularly reflects on the experiences she provides for children. The childminder makes effective plans to develop her service. For example, she has introduced resource bags to broaden the range of learning experiences for children outdoors. n The childminder organises her provision well. She accesses a range of training to ensure she knows how to keep children safe. The childminder has links with other childminders and reads up on current childcare issues to help her improve

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need to do better?

the learning experiences she provides for children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a comprehensive knowledge of safeguarding and child protection procedures. She can clearly identify the signs and symptoms which may indicate that a child is at risk of harm. The childminder has a clear understanding of wider safeguarding issues, such as the risk from radicalisation and extreme views. She knows the procedure to follow and professionals to contact if she has concerns. The childminder ensures her first-aid qualification is kept up to date. She ensures required suitability checks are completed for all adults living in the home. The childminder ensures that her home is safe and hygienic.

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should:

n provide consistent support for children to develop their thinking and problem- solving skills n make the most of opportunities to help children explore their own emotions and understand how their actions may impact on the feelings of others.

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Setting details

Unique reference number EY349672 Local authority Richmond Upon Thames Inspection number 10138179 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 20 April 2016

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Information about this early years setting

The childminder registered in 2007. She lives in Twickenham in the London Borough of Richmond upon Thames. The childminder offers care Monday to Thursday, from 8am to 6pm, throughout most of the year.

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Inspection activities

n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. She held discussions with the childminder about the children's progress. n The inspector looked around the areas used for childminding and discussed the organisation of the learning environment with the childminder. n The inspector looked at relevant documentation. This included the childminder's first-aid certificate and evidence of the suitability of people living in the household. n The inspector took account of parents' views from their written comments. She spoke to children at appropriate times during the inspection to help understand their opinions and experiences of the provision.

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Inspection activities

11 March 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

11 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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