Janine Ann Jardine

Overall effectiveness Good

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

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The provision is good

Children are happy and settled. They have sound and trusting relationships with the childminder which support their emotional well-being successfully. Children learn to share, take turns and look after their toys. As a result, they behave well.

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The provision is good

As part of the curriculum, children have exciting opportunities to learn about their surroundings and the local community. They regularly go to a variety of playgrounds, parks, gardens, libraries and shops with the childminder. This helps children to extend their knowledge and understanding of the world around them.

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The provision is good

Children respond well to the high expectations for their learning and behaviour. They move around independently and are beginning to carry out manageable tasks for themselves, such as at mealtimes. Children learn about the changes in the weather and engage in art and craft activities. Younger children gain good levels of confidence as they explore their surroundings safely, supporting their imagination and creativity. Older children benefit from opportunities to develop their knowledge of letters and the sounds they make in readiness for school.

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need to do better?

n The childminder makes good use of her knowledge of child development to identify gaps in children's learning. For example, she has been quick to identify and address delays in children's speech to support their good progress. n Partnerships with parents are strong. Parents receive daily feedback from the childminder about their children's care and learning needs. They find that the childminder is 'very organised' and their children 'get a lot of attention', which has a positive impact on them. n The childminder observes and monitors children's learning regularly. However, she does not use her observations as effectively as possible to support children's learning outdoors. n The childminder plans a wide variety of interesting and fun activities for the children. This gives children motivation to play and learn. For example, children have lots of fun as they make and catch bubbles during water play. They show

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need to do better?

their enthusiasm as they practise their counting skills and learn about sizes and shapes. On some occasions, such as during planned activities, the childminder does not differentiate her teaching well enough to ensure children receive the right levels of challenge. n Children listen intently when the childminder reads story books to them. They hear new words and learn about their meaning to widen their vocabulary. This fosters a love of reading and supports children's early literacy skills. n Children receive clear guidance on how to behave well. They hear lots of praise from the childminder for their good efforts and achievements. Children's self-

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need to do better?

5 May 2022 esteem and confidence are supported well. n The childminder undertakes appropriate training to continually raise the quality of the experiences for the children in her care. For instance, following training, she has enhanced her knowledge of how to identify children who might need additional support. This has had a positive impact on children's language development and behaviour. n The childminder continues to evaluate the quality of the setting to provide children with rich learning experiences. For example, following the last inspection, she has reviewed the toys available to strengthen children's understanding of cause and effect. Children learn to press buttons on electronic toys and are fascinated by their actions. They show their enjoyment as they make sounds and move their bodies to the beat of the music. n The childminder is very good at raising children's understanding of healthy lifestyles. For example, she teaches children to follow good hygiene routines

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need to do better?

consistently to help prevent the spread of germs and infections. Children enjoy balanced and nutritious meals, which promote their growth and development well.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder completes daily risk assessments to check all areas accessed by children are free from hazards. This gives children the confidence to play in a safe and secure environment. The supervision of children is effective. The childminder ensures that children are always within her sight and hearing. She completes training to keep her knowledge of safeguarding issues up to date. The childminder knows how to identify signs of abuse, including indicators of extremist views and behaviours. She understands well how to report any concerns about a child's welfare or if an allegation is made against her.

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should:

n make more effective use of observation to develop further the outside environment and to help plan an ambitious and well-sequenced curriculum n differentiate teaching more effectively during planned activities to ensure children receive the right levels of challenge.

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Setting details

Unique reference number EY458989 Local authority Richmond Upon Thames Inspection number 10138168 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 2 Date of previous inspection 7 April 2016

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Information about this early years setting

The childminder registered in 2013 and lives in the London Borough of Richmond- Upon-Thames. She provides care Tuesday to Thursday from 7.30am to 6pm, all year round. The childminder holds an appropriate childcare qualification.

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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 their evaluation of the provision. n The inspector spoke with the childminder and interacted with the children at appropriate times throughout the inspection. n The inspector took account of parental questionnaires. n The childminder showed the inspector around the setting and explained how she plans and implements the curriculum. Together with the inspector, they conducted joint observations and evaluated the impact the activities have on children's learning. n The inspector checked the required documentation, such as the childminder's training certificates and suitability records. She held discussions with the childminder about safeguarding matters, including the reporting procedures.

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Inspection activities

5 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

5 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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