Childminder in Kingston 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 Good

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The provision is good

Children form nurturing relationships with the childminder. Children are confident and comfortable in their environment and proudly display their knowledge and learning. The childminder knows the children, their individual personalities and their families well and is able to support them accordingly. Children's interactions and behaviours reflect the childminder's high expectations.

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The provision is good

Children develop their language through the childminder's consistent use of rich vocabulary and ample discussion. The childminder regularly explains things to the children clearly and in an age-appropriate way. This results in the children demonstrating a curiosity to learn and explore. Children show kindness to each other and respect boundaries. This builds their self-esteem and prepares them for their next stage in life. Children also learn about healthy lifestyles and the importance of hygiene, healthy eating and oral care. For example, they read a story and talk about how too many treats are not good for their teeth and how important it is to look after them. They reference this learning later in the day at mealtime. Children thrive in this safe and secure environment where they are encouraged to make choices and be independent. The childminder praises children and celebrates these steps. This supports children's personal development and

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need to do better?

n The childminder has a good understanding of the curriculum. During the height of the COVID-19 pandemic, she supported parents by giving them information about the early years framework and telling them how they could support their children at home. Parents were also given activities to do at home with their children. By keeping in touch throughout, the childminder enabled children's smooth transition back into the setting. n The childminder has high expectations for the children. She encourages children to be kind, develop an awareness of other cultures and have respect for resources. This means the children develop self-esteem, learn to respect others and understand boundaries. This help to prepare them for their next stages in life. n The children are confident, articulate and display good behaviour, as role- modelled effectively by the childminder. The childminder has detailed conversations with the children, which encourages them to develop their

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need to do better?

language and to speak clearly and confidently. She instils a love of exploring in the children. n There is good use of the childminder's outdoor space. Children walk in and out of the setting freely, initiate sports and outdoor games and enjoy spotting flying insects. The childminder also takes children regularly to the park, where they

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need to do better?

15 March 2022 observe natural resources, talk about minibeasts and develop their understanding of the world. This encourages children to develop their physical skills and to appreciate the world around them. n The childminder has a flexible curriculum, designed around the emerging needs and interests of children. The children are given opportunities to develop their skills across all the seven areas of learning. For example, children decide to read 'The Very Hungry Caterpillar' story, indoors. The childminder offers various resources to bring the story to life. Then the children decide to plant seeds in soil outside as they talk about insects. The childminder holds the children's interest and uses this opportunity to extend their learning. n Close relationships and daily communication between the childminder and parents mean that the children benefit from these partnerships. The childminder tracks the progress of children regularly. However, partnerships with other

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need to do better?

settings that the children attend are less established. This means gaps in learning or assessment may not be identified quickly. n The individual needs of children are considered in the childminder's curriculum. For example, if a major change is due to take place in a child's life, the childminder discusses this with the family. She prepares the child and their peers so that there is natural acceptance. This nurtures a safe, secure and respectful culture in the provision.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of the signs and symptoms of abuse. She knows the procedures to follow if she has any concerns about a child's safety or welfare. The childminder supervises children diligently. She teaches them how to keep themselves safe, for example when they are using cutlery in the kitchen or standing on sofas in the garden.

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Safeguarding

The environment is safe and risk assessed and relevant information is on display at appropriate locations. The childminder is also aware of her obligations to inform Ofsted of any changes in her living arrangements and all necessary people.

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should:

n improve partnership and communication with other settings attended by the children, to ensure better transitions, a more joined-up approach to teaching and to benefit the overall development of children.

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Setting details

Unique reference number EY358698 Local authority Kingston upon Thames Inspection number 10063924 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 10 Number of children on roll 10 Date of previous inspection 3 November 2015

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Information about this early years setting

The childminder registered in 2007. She lives in Chessington, in the Borough of Kingston upon Thames. The childminder is open from Monday to Thursday, from 7am to 6pm, for 48 weeks a year. The childminder holds a childcare qualification at level 3.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in her evaluation of the provider. n The inspector observed the interactions between children and the childminder. n The childminder and the inspector discussed how the curriculum had been planned and implemented, and the impact this had on the children's learning. n The childminder and the inspector discussed a joint observation following a child-led activity. n Children communicated with the inspector regularly during the inspection. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of the views of parents in their written comments.

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Inspection activities

15 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

15 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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