Childminder in Kingston upon Thames

Overall effectiveness Outstanding

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

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The provision is outstanding

Children and toddlers receive the highest quality of care. They are extremely happy, safe and settle very well. They form strong bonds with the kind and gentle childminder, which promotes their emotional well-being. Parents comment that their children love the childminder and adore the time they spend with her every week. The childminder plans a rich and varied selection of activities inside and outside, which captivate children's interests. She is extremely effective at supporting children's play and learning. Children laugh and jump with excitement as activities are introduced. They also show that they are deeply engaged and highly motivated. For example, children excitedly look for treasure at the end of a pretend rainbow and persist until they find it. Children follow instructions about the directions to follow.

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The provision is outstanding

Children have a can-do approach and show high levels of independence. For instance, toddlers take plastic crockery from a kitchen drawer and young children collect cutlery. They then work together to set their own table at lunchtime. In addition to this, children and toddlers take their own helpings of food with adult guidance. Children's behaviour is excellent. For instance, young children automatically give magnets to other children engaged in the same activity. Toddlers are reminded to consider the feelings of others when they are playing. This helps them to understand the expectations for their behaviour.

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need to do better?

n The childminder implements a curriculum that is tailored to children's precise needs, interests and what they need to learn next. She constantly builds on what children know and can do. For example, the childminder knows that children are fascinated by shadows. She builds on children's learning further and extends their knowledge by teaching them about reflections. n The childminder observes children meticulously to identify their next steps in learning. She then uses this information to ensure that children make the best possible progress. For instance, she encourages children with an interest in sharks to engage in role play, learn about where sharks live and find out about sharks on the internet. n The childminder supports children's rapid learning in mathematics. Toddlers work out how many more satsumas they need at lunchtime and show this number on their fingers. Young children problem solve when playing with

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need to do better?

'treasure'. n The childminder introduces new vocabulary, such as 'miniscule', when talking to children. She consistently models language and challenges children through questioning. The childminder shares books with children throughout the day. Children are so confident that they 'read' stories to toddlers. Toddlers learn new

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need to do better?

17 March 2022 words, such as 'impossible' and then talk about their satsuma being impossible to peel. Young children explain to toddlers why they need sun cream and what would happen if they do not put it on. n Children enjoy using the very well-resourced outdoor area and learn about the world around them. They show great excitement as they look for bees and worms outside. Children have regular opportunities to explore the local woods, where they make 'mud pies' and grow vegetables at an allotment. n The childminder learns words in children's home language. She asks family members to record stories in that language, so that all children feel included at the setting. The childminder has a range of resources that reflect different cultures. Children also learn about their wider community. For instance, on St. Patrick's Day they eat a traditional Irish lunch, read a story, look for information on the internet and look for Ireland on the world map. Throughout the year,

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need to do better?

children learn about different celebrations which are important to others. n The childminder promotes children's health and self-help skills exceptionally well. Children brush their teeth and use a timer, so they know how long to brush for. Children eat cheese after having fruit and are able to tell the childminder why they do this. The childminder encourages good hygiene practices. Children wash their hands regularly and wipe their noses when they are runny. n The childminder is highly reflective about the quality of her practice. She maintains high standards of learning for children through evaluating the setting's curriculum. The childminder recently took a musical development course to further incorporate music into the children's learning. n The childminder takes time to get to know the children and their families from the start. For example, she offers parents home visits as part of the settling-in

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need to do better?

process. She observes children and establishes their starting points in learning with parents. This supports the progress which children make and ensures that their learning is seamless. n Partnerships with parents are exceptional. The childminder keeps parents involved and updated through observations, photos and termly assessments. Parents comment on the childminder's excellent communication. They speak highly of the childminder and say that they are happy with the, 'diligent, nurturing and attentive care she provides'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder updates her knowledge frequently through a safeguarding forum that meets regularly. She has an excellent knowledge and understanding of child protection. The childminder is quick to identify the signs and symptoms, which may indicate a child is at risk of harm, including broader safeguarding concerns, such as the 'Prevent' duty. She understands her role and responsibility to safeguard children and knows who to contact if she has any concerns. Children learn how to keep themselves safe and confidently share this information with visitors. For instance, as they climb stairs they say, 'You must hold on or you will fall.'

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Setting details

Unique reference number 131946 Local authority Kingston upon Thames Inspection number 10138062 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 6 Date of previous inspection 19 November 2015

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Information about this early years setting

The childminder registered in 1995. She lives in Kingston upon Thames, Surrey. She provides care all year round from 8am to 6pm, Tuesday to Friday, including before and after school.

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Inspection activities

n This is the first routine inspection the setting has 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 childminder took the inspector on a learning walk around the setting. n The inspector observed the quality of education and assessed the impact this has on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation, on request. n The inspector observed the interactions between the childminder and children, and assessed the impact that this was having on children's learning. n The childminder and the inspector completed a joint evaluation of an activity.

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Inspection activities

17 March 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

17 March 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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