Clements, Teresa Julie

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 benefit from the warm and welcoming environment that the childminder has created. They arrive happy, settle quickly and are excited to play with their friends. Children feel safe and secure in the care of the childminder. She instinctively responds to their emotional needs, knowing when they are tired or hungry. Younger children show increasing levels of confidence and babies are confident to seek her out for cuddles and reassurance.

p.2

The provision is good

Children are motivated to explore the wide variety of interesting resources. They choose what they want to play with and show that they are learning and remembering when, for example, they represent their own experiences during play. Children show care and consideration when handling baby dolls. They imitate feeding their 'baby' with a bottle and gently pat their back.

p.2

The provision is good

The childminder has high expectations for all children, who behave very well. She is a positive role model and teaches them good manners. For example, the childminder encourages children to say 'please' and 'thank you' when she hands them a snack. Children learn to take turns with the childminder, and each other, as they scan shopping and place money into the cash register. The childminder gives children lots of praise and encouragement, which helps to boost their confidence and self-esteem.

p.2

need to do better?

n The childminder closely monitors children's learning to determine what she wants them to learn next. She designs her curriculum accordingly. This supports children to develop new skills and not fall behind. For example, the childminder recognises the impact that the COVID-19 pandemic has had on some children, particularly in their social development. She plans outings to libraries, parks and local shops, to help children develop their confidence in larger groups. n The childminder skilfully introduces children to new words and concepts as they play. During jelly play, she uses the words 'cold' and 'wobbly' to describe the texture. The childminder makes the most of spontaneous learning opportunities to develop the small muscles in children's hands while they play. They competently use tweezers to pick up and transfer items hidden in the jelly. Children delight as the childminder celebrates their achievements.

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need to do better?

n The childminder provides a variety of good-quality books. Children enjoy choosing their favourite and listening to stories read by the childminder. They help to lift the flaps and turn the pages as she makes loud 'dinosaur roars'. Toddlers begin to join in with repeated words and phrases. This helps to promote their spoken communication. However, the childminder does not support those who speak English as an additional language as well as she could,

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need to do better?

28 October 2021 to develop all children's understanding and speaking further. n Children confidently take on responsibilities from an early age. They tidy away resources when they have finished playing with them, serve their own snack and wipe their hands after eating. n The childminder supports the physical development of younger children well as they learn to move around. She strategically places furniture and push-along toys, so that babies can pull themselves to a stand. They explore the environment with confidence and chuckle as they navigate their way around. n The childminder encourages children's interest in early mathematics from a young age. She introduces opportunities for numbers and counting into conversations and play. For example, as children build towers with large blocks, the childminder counts along. She introduces simple mathematical concepts to toddlers, such as 'big' and 'small', and asks questions to challenge their

p.2

need to do better?

understanding. n The childminder attends regular training to help raise the quality of her practice, and identifies areas for improvement effectively. She researches opportunities to develop her skills further, and has recently completed training to expand her knowledge on wider safeguarding issues. n Parents speak highly of the childminder, and comment on how well their children have settled into her home. They compliment the warm and nurturing environment she provides. The childminder regularly seeks feedback from parents to help her to improve her service. She reflects on the information she gathers and has since decided to install a covered area in her garden to enable children to enjoy the outdoors in all weather.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibility to protect children. She has a good knowledge of the signs and symptoms that indicate a child may be at risk of harm. The childminder is fully aware of local safeguarding procedures. She knows the steps to take if she has a concern about a child and if there is an allegation against her. The childminder attends relevant training to keep up to date with wider safeguarding issues, such as child radicalisation and exploitation. She risk assesses the environments used by the children and this helps them to feel safe and secure in her care.

p.3

should:

n provide more opportunities for children who speak English as an additional language to build on their communication skills, including the use of their home language in play and learning.

p.3

Setting details

Unique reference number 132022 Local authority Kingston upon Thames Inspection number 10072376 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 7 January 2016

p.4

Information about this early years setting

The childminder registered in 1992. She lives in New Malden, Greater London. The childminder operates her service Monday to Friday from 8am to 6pm. She has a recognised qualification at level 3.

p.4

Inspection activities

n This is the first routine inspection the childminder has received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic on the childminder's setting and has taken this into account in her evaluation of the setting. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector carried out a joint observation of an activity with the childminder. n The inspector spoke to parents during the inspection and took account of their views. n The inspector held a meeting with the childminder. She looked at relevant documentation, such as evidence of the suitability of persons living or working in the household.

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Inspection activities

28 October 2021 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

28 October 2021 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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