Childminder in Richmond upon Thames

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not Met (with actions)

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The provision is good

The childminder has strong, close relationships with children. She helps them to feel safe and settled, for example by finding out about their daily routines and interests. The childminder uses this information to provide familiar activities that children enjoy. She provides a broad, challenging curriculum which helps children learn valuable skills in preparation for school.

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The provision is good

Children engage well with a range of activities. For instance, they enjoy stacking bricks and learn to balance each one to create their own designs. The childminder talks to children about how tall it is and uses words such as 'more' and 'higher'. This helps to develop their mathematical vocabulary. Children develop good counting skills when the childminder counts the number of bricks with them. They enjoy taking part in pretend play as they create stories and make meals for each other. Children concentrate well and talk to the childminder about the food they are preparing. She listens well and asks questions. This supports children's communication and language skills.

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The provision is good

The childminder has high expectations of children. She helps them to behave in positive ways. For instance, the childminder calmly explains to children why certain behaviour is not acceptable. She shares her expectations with them and they act appropriately.

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need to do better?

n The childminder offers children a variety of interesting activities. She ensures that experiences provided are based on what children need to learn next, so that learning is progressive. Children make good progress. n Children gain a good understanding of the world. For example, the childminder has a horse that is kept in a stable, which she takes them to visit. She talks to children about horses and how they live. The childminder also allows them to observe and interact with her pet tortoise. She teaches children about how it feeds and lives. n Children learn to accept and respect different cultures and religions. For example, the childminder discusses special religious or cultural events with them, such as Chinese New Year and Diwali. She reads stories to children where there are multicultural characters and toys, and resources that reflect people from different cultures. n The childminder supports children's communication, language early literacy skills

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need to do better?

well. For instance, she reads a wide range of stories to them, using her voice in interesting tones. The childminder listens and responds to the comments children make. She sings lots of nursery rhymes and songs with them, which helps them to learn new words.

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need to do better?

8 February 2022 n Children gain good physical and coordination skills. For example, the childminder takes them out to the park each day where they use a range of apparatus to climb and balance. Children use the open space to run, jump and move in different ways. They also steer ride-on toys and play ball games in the garden. n Children learn to share and take turns well. For example, they play cooperatively together in the home corner as they make dinner. The childminder takes children to local playgroups where they have good opportunities to play and socialise with other children. n The childminder has good links with parents. She provides them with regular updates on their children's progress. The childminder gives parents ideas on activities children can enjoy at home to further support their learning. n Children learn to do things for themselves. Older children confidently put on their coats and shoes, while younger children are helped by the childminder to

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need to do better?

develop these skills. All children help to tidy up after play. n Children have opportunities to draw and make pictures using paint, crayons and pencils on paper. However, the childminder does not provide them with a wide enough range of tools, textures and materials to use to support their creative skills to a high enough level. n The childminder provides children with healthy meals to support their understanding of the importance of living a healthy lifestyle. She has not yet fully explored ways to help children develop an understanding of the importance of good oral hygiene.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder places high importance on children's safety. She checks her home, toys and resources regularly to ensure that they are free from hazards, and ensures they are regularly cleaned. The childminder knows how to identify and report any concerns she may have about a child's well-being. She knows signs or symptoms to look out for that may indicate a child is at risk of being exposed to extreme views. The childminder knows the procedures to follow to report her concerns and protect children from harm.

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should:

n extend experiences for children to develop their imaginations and explore their own creative ideas n help children to gain a deeper understanding of the importance of good oral health.

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Setting details

Unique reference number EY220839 Local authority Richmond Upon Thames Inspection number 10193710 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 0 Date of previous inspection 19 March 2018

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Information about this early years setting

The childminder registered in 2002. She lives in Hampton in the London Borough of Richmond-Upon-Thames. The childminder operates Monday to Friday from 8am to 5.30pm all year round, except on bank holidays.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector observed an activity and evaluated this with the childminder. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The childminder talked to the inspector about how she organises her provision and her curriculum intent, while the inspector viewed the premises. n The inspector viewed some documentation and held a discussion with the childminder. She read written feedback from parents.

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Inspection activities

8 February 2022 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

8 February 2022 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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