Jacqueline Marson

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 play in a warm and welcoming setting. They gain good social skills that promote their good behaviour. For example, older children learn to be sensitive to younger ones and show kindness towards them. Children build strong relationships with the adults and their peers. They enjoy spontaneous cuddles and warm interactions, which support their emotional well-being. Children are happy and feel safe.

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The provision is good

Children benefit from the high expectations for their learning. They show good levels of concentration as they manipulate play dough during an activity. Children use a variety of resources to mould shapes and make 'pizzas' and 'cakes'. They sing 'happy birthday' enthusiastically and pretend to blow out the candles. Children use language such as 'large' and 'small' correctly, which demonstrates their understanding of mathematical concepts. Younger children show good physical skills as they practise crawling and pulling themselves up to walk. Outdoors, a favourite game for the older children is jumping from different heights. They laugh and squeal with excitement as they jump, knowing that an adult is nearby for reassurance and support. Children's self-esteem and confidence are increasing, with good effects to their development.

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need to do better?

n The childminder works well with her assistant to create a warm, relaxed and nurturing environment. This gives children the confidence to explore the play areas safely and independently. n The childminder observes and monitors children's learning effectively. She responds quickly to children's spontaneous interests, such as when they want to sing and dance. The childminder also knows that children enjoy listening to stories being read to them, which she incorporates into their daily routine. This keeps children motivated to play and learn. n The childminder helps children, including those who speak English as an additional language, to make good progress in their learning. She ensures that children have plenty of opportunities to hear and repeat words to develop their vocabulary. However, on some occasions, the childminder does not make effective use of questioning to extend children's thinking skills even further.

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need to do better?

n Children are developing an understanding of similarities and differences between themselves, for example through pictures and stories. The childminder acknowledges that there is more scope to enhance children's knowledge of the world around them. n The childminder has established strong links with the local schools. For example, she shares information with teachers at the school children attend, which contributes positively to their learning.

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need to do better?

20 October 2022 n Effective hygiene practices are in place to promote children's good health and hygiene. For example, the childminder cleans the changing facilities regularly to prevent the spread of infection. She also ensures that children wash their hands before handling food to protect their health. n Children respond positively to the praise and encouragement offered to them. This helps them to behave well. Children are kind, polite and play cooperatively together. n Parents gave positive verbal and written feedback. They are particularly very happy with the way the childminder cares for their children. The information sharing between parents and the childminder ensures a consistent approach to children's learning in the setting and at home. n The childminder involves parents and her assistant in the self-evaluation process. Since the last inspection, she has reviewed the organisation of toys and

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need to do better?

resources to allow children to use them more effectively. This has increased children's ability to make choices about their play. n The childminder promotes her professional development and shares her knowledge with her assistant, who feels fully supported in her role. This promotes consistent teaching standards. Following training, the childminder has learned how to make effective use of background music to create a calm environment. This has had a positive impact on children's levels of concentration.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder ensures that she and her assistant have an up-to-date knowledge of safeguarding issues. They know how to identify and report any concerns to relevant agencies to protect children's welfare. The childminder follows appropriate procedures to check her assistant's suitability to work with children. Children receive good levels of supervision during play and when on outings. For example, during their walk, they learn to cross roads safely. This helps children to understand how to prevent accidents later on in life.

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should:

n increase knowledge of how to use questioning to extend children's thinking skills even further n explore other ways to increase children's knowledge of the world around them.

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Setting details

Unique reference number EY421432 Local authority Richmond Upon Thames Inspection number 10235501 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 21 November 2016

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Information about this early years setting

The childminder registered in 2011 and lives in the London Borough of Richmond upon Thames. She works with an assistant. The childminder offers care on weekdays from 7am until 6pm, all year round, except on bank holidays. She holds an appropriate childcare qualification.

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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 into account in their evaluation of the setting. n The childminder showed the inspector around the setting and explained how she delivers the early years curriculum. Together, they evaluated a planned activity and discussed the impact this has on children's learning. n The inspector spoke to children to find out about their time at the setting. She also spoke to the childminder's assistant to assess her understanding of her role and responsibilities. n Parents shared their views on the quality of the provision with the inspector. They also left written feedback for the inspector to read. n The inspector accompanied the childminder to collect children from another childcare provider. She spoke with other professionals who are involved in

p.5

Inspection activities

children's care and education, and took their views into account. n The inspector observed children's play indoors and outdoors. She sampled a range of documents, including qualifications and suitability checks.

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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

20 October 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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