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 Inadequate

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The provision is good

Children are happy and enjoy spending time with the childminder. They are confident and show a high level of concentration during activities they engage in. Children develop a love for books and listen attentively when the childminder reads them stories. They develop good language skills and expand their vocabulary. Children are active and enthusiastic learners. They behave well. The childminder has high expectations of children, models good manners and encourages them to be polite. As a result, children show kindness and learn to say 'please' and 'thank you'. Children enjoy building towers out of blocks and learn to count in sequence as they play. They naturally learn about the importance of leading healthy lifestyles, for example as they regularly keep active in the fresh air.

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The provision is good

Children make independent choices as they play. They safely explore the learning environment and work out how different toys and equipment work. Children enjoy mark making and painting, and they use their small-muscle skills in preparation for early writing. They join in singing nursery rhymes and repeat actions with the childminder. Children are busy developing new skills that prepare them for the next stage of learning and the move on to school when the time comes.

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need to do better?

n Since the last inspection, the childminder has reviewed her practice and taken immediate steps to make changes. She has benefited from the support and guidance from her local authority. The childminder has attended a range of training courses which have helped her to develop her knowledge of wider safeguarding matters and curriculum planning to benefit children. n The childminder uses her self-evaluation effectively to identify areas for improvement and ensure positive outcomes for children. For example, she recognises that children can benefit from further opportunities to build on their social skills. The childminder arranges outings to meet with other children, such as in parks and playgroups. n The childminder has effective settling-in procedures that help children feel emotionally secure when they first start. Children settle in quickly, and parents feel at ease leaving them in the childminder's care.

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need to do better?

n The childminder is kind and caring. She listens to children's voices and follows their lead in play. The childminder praises children for their achievements, which helps them to take pride in their learning. n The childminder teaches children how to be gentle near living creatures. For example, children experience how to care for pets, and the childminder reminds them to handle pets with care. n The childminder recognises the benefit of working in a close relationship with parents. They regularly exchange information about children's routines and

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need to do better?

7 July 2022 learning experiences. This helps to provide consistency in children's learning and development. n The childminder knows children well. She is clear about what children need to learn next, to help them to make progress. However, she does not always link children's previous achievements when planning some activities, to help them build on what they already know. For example, when children mix colours during a painting activity, the childminder tells them what colour they mixed instead of questioning them and building on their knowledge. n The childminder teaches children how to keep healthy, including through outdoor play and healthy eating. However, she does not always encourage children to wash their hands before mealtimes. For instance, children wash their hands after outdoor play and before lunch, but just use wipes before snack times. n The childminder helps children to understand and value diversity, for example

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need to do better?

through the celebration of festivals, visits to a local community and reading a range of stories. Children develop an early understanding of different people and cultures in the world. n Children laugh and show their excitement as they catch bubbles in the garden. The childminder uses this opportunity and questions children about directions. Children enjoy playing with sand and use problem-solving skills as they fill and empty containers. n The childminder supports children's communication and language skills well. She talks to children at their level, repeats words and instructions, and models what to do to reinforce their understanding.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has reviewed and updated her written procedures for child protection. She knows how to report concerns about a child's welfare in line with local authority guidance. In addition, the childminder has attended training courses to enhance her knowledge of safeguarding matters, including the 'Prevent' duty. She is fully aware of when children may be at risk of being drawn into extremist views and behaviours. The childminder carries out an effective risk assessment of her home environment and outdoors, to keep children safe.

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should:

n consider more precisely how to build on what children already know to help them make even better progress n provide consistent opportunities for children to learn about good hygiene practices.

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Setting details

Unique reference number 132075 Local authority Kingston upon Thames Inspection number 10239063 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 3 February 2022

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Information about this early years setting

The childminder registered in 1994 and lives in Kingston, in the London Borough of Kingston upon Thames. She operates all year round from 8am to 6pm, Monday to Friday. The childminder holds an early years qualification at level 3.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder and the inspector had a learning walk together. n The childminder and the inspector carried out a joint observation together and evaluated the impact of teaching on children's learning. n The inspector held a meeting with the childminder. n The inspector held discussions with parents and took account of their views. n The inspector reviewed some documents relevant to the inspection process.

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Inspection activities

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

7 July 2022 7 July 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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