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 Good

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The provision is good

Children settle quickly when they arrive in the setting. This is because they have strong and trusting relationships with the childminder. Children have plenty of time to play, as well as the opportunity to rest and relax. This supports children's physical and emotional well-being effectively. Children's behaviour is good. For example, they listen and follow instructions well. They show that they are happy and feel secure.

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The provision is good

Children learn to love different types of books. In particular, they enjoy looking through books about dinosaurs. Children gain much from talking to the childminder about what they know and responding to questions. They demonstrate their strong mathematical skills as they count with confidence and talk about size, shape and measurement. Children receive plenty of praise and reassurance, which motivate them to play and learn.

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The provision is good

Children respond well to the high expectations from the childminder. They carry out manageable tasks, such as taking off their shoes and going to the the toilet independently. Children have a good understanding of how to manage their personal safety. This was demonstrated well during their walk. For instance, children stopped and looked for cars before crossing roads. Children gain important skills for their future education.

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need to do better?

n The childminder's self-evaluation is effective. She continues to review the quality of the provision and involves parents in the process. n Children make good progress in their learning and development. This is because the childminder observes and assesses children's learning well to help plan age- appropriate activities. n The curriculum for communication and language development is a particular strength. The childminder models language effectively and engages children in meaningful conversations. This encourages children to express their thoughts and it extends their vocabulary. n The curriculum for literacy also features highly in the educational programmes. The childminder makes effective use of opportunities to help develop children's knowledge of phonics as they explore sounds and letters. Children are learning to write their name, draw detailed pictures and give meaning to their work. For example, they comment proudly that they have drawn 'a chocolate monster with

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need to do better?

many eyes'. n Children enjoy taking part in art and craft activities. They make collages and seasonal cards, which supports their imagination and creativity. However, children have limited access to malleable materials, which prevents them from

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need to do better?

10 May 2022 extending their exploratory and sensory skills. n Partnerships with parents are strong. Parents speak highly of the childminder. For example, they comment that the childminder has a 'lovely and calm nature' and creates a 'comfortable and homely environment' for their children. However, the childminder has not yet established a working partnership with all early years settings that the children attend. This does not fully promote a consistent approach to children's learning and development. n Children receive clear boundaries and expectations of how to behave well. As a result, they are polite and respectful of others and their environment. n Children gain a strong awareness of similarities and differences between themselves and others. They access a good selection of cultural and diversity- based play resources and talk to the childminder about their personal experiences. Regular visits to playgroups, parks and shops contribute to

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need to do better?

children's understanding of the physical world and their community. n The childminder helps children to focus and develop their concentration further. For example, during an activity, she encourages children to persevere while describing and re-creating various three-dimensional patterns. Children respond positively to this. n The childminder is successful in promoting her professional development effectively. She completes online training and listens to digital audio files to strengthen her teaching practice. Recently, the childminder has enhanced her knowledge of how to support children's thoughts and feelings. This has had a positive impact on children's ability to cope with life's challenges.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes online training to keep her knowledge of safeguarding up to date. She knows how to identify the signs and symptoms of abuse and how to report concerns to outside agencies. The childminder is also fully aware of how to identify if a child is at risk of being drawn into extremist groups. She records children's daily attendance to monitor patterns of concerns. Children receive good levels of supervision. This gives children the confidence to explore the play areas freely and safely.

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should:

n extend the opportunities for children to develop their exploratory and sensory skills n develop a working partnership with all early years settings that children attend to ensure a consistent approach to their learning and development.

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Setting details

Unique reference number 403857 Local authority Richmond Upon Thames Inspection number 10065610 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 1 Date of previous inspection 27 April 2016

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Information about this early years setting

The childminder registered in 2001 and lives in the London Borough of Richmond upon Thames. She provides care from 8am to 6pm, Monday to Wednesday, all year round except for bank holidays and family holidays. The childminder holds an early years qualification at level 4.

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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 childmider and the inspector completed a learning walk and discussed how the early years provision is planned and implemented to support children's learning. n The inspector observed children's learning inside. She accompanied the childminder and the children on their walk from another early years setting. n The inspector scrutinised the required documents. She talked to the childminder and engaged with children at appropriate times during the inspection. n The inspector read written feedback from parents and took this into account.

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Inspection activities

10 May 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

10 May 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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