Bradley, Emma Louise

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 benefit well from the home-from-home environment which promotes their emotional well-being effectively. Their motivation levels are high because they receive good levels of support from the childminder. Children have access to a wide variety of toys and resources, which keeps them motivated to play. For example, they delight in exploring natural materials, such as stones and seashells. Children have fun as they put the seashells to their ear and listen for the sound of the sea. They learn new words such as 'echo' and how to use this in the right context. Children develop a love of books. They enjoy listening to stories being read to them.

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The provision is good

Children respond positively to the high expectations for their learning. They learn about similarities and differences between people. Recently, for example, they have been looking at Chinese artefacts, pictures and play resources to raise their awareness of other cultures. There are clear boundaries and expectations which help children to behave well. Children share and take turns during play. They show confidence in social situations. For example, children do not shy away from interacting with visitors and talk freely about their play. They show that they are happy and feel safe.

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need to do better?

n The childminder is strongly committed to providing all children with high standards of care and education. She involves the views of parents and children to help her evaluate the quality of the provision. Since the last inspection, the childminder has reviewed the available toys and resources, which has enhanced children's understanding of diversity. She has also ensured that children learn and operate a range of technology for different purposes. n The childminder observes and assesses children's learning rigorously. She uses the information gained to plan an ambitious curriculum which follows children's interests and builds on what they need to learn next. As a result, children make good progress from their starting points. n The childminder provides children with a language-rich environment. She uses effective strategies to develop and extend children's vocabulary. For example, the childminder narrates children's play and teaches them how to use sign

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need to do better?

language. However, sometimes, she does not give children enough time to think and ask questions to consolidate their learning. This prevents children from making the best progress possible. n The childminder enables children to do things for themselves. For example, she encourages children to peel and chop their own fruit at snack time. Children also learn to tidy away their toys after playing. As a result, they gain strong independence skills.

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need to do better?

24 January 2023 n Children develop positive and trusting relationships with the childminder. They receive lots of praise and encouragement, which promotes their self-esteem and confidence. For example, when children persevere with new challenges and succeed, such as using chopsticks, they hear lots of positive comments. This boosts children's good feelings and sense of self. n Children are polite and well mannered. This is because the childminder is a very good role model. She encourages 'sharing is caring', which teaches children to take turns and, in turn, creates a harmonious environment. n Children are creative learners. They enjoy dressing up and re-enact family life while playing with dolls and age-appropriate kitchen equipment. Children also share lots of laughter with the childminder as they sing songs and dance together. n The childminder works hard to promote a close partnership with parents. She

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need to do better?

keeps parents informed about all aspects of their children's learning and development. Parents write in their written feedback that they are 'more than happy' with the service they and their children receive. n The childminder is very proactive in keeping her knowledge of early years up to date. She completes online training, including how to minimise and eliminate the risk of food contamination to protect children's health. In addition, she follows good hygiene practices, such as regular handwashing, to help prevent children from contracting germs and infectious illnesses.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her setting safe and secure. She risk assesses the environment and checks all fire equipment is in good working condition. The childminder has a secure knowledge of safeguarding issues and the reporting procedures. She knows the signs that may indicate a child is at risk of harm, including if they are being exposed to extremist views. There are clear procedures for reporting concerns to relevant agencies. The childminder has completed training on how to keep children safe online. Following this, she has reviewed her guidance about internet safety to further protect children from harm.

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should:

n give children more time to think and ask questions to consolidate their learning.

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Setting details

Unique reference number EY460486 Local authority Kingston upon Thames Inspection number 10236128 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 3 Date of previous inspection 2 March 2017

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Information about this early years setting

The childminder registered in 2013 and lives in the London Borough of Kingston upon Thames. She operates her service Monday to Friday from 7.30am to 6pm, all year round. The childminder holds a relevant childcare qualification at level 3.

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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 provider and has taken that into account in their evaluation of the setting. n The childminder showed the inspector around the setting and explained how she implements her early years curriculum. The childminder and inspector observed an activity together and evaluated the impact it has on children's learning. n The inspector observed the quality of interactions during activities and engaged with the children at appropriate times during the inspection. n Parents shared their views on the quality of the provision using questionnaires. n The inspector looked at relevant documentation and reviewed evidence of the childminder's suitability to work with the children and her training certificates.

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Inspection activities

24 January 2023 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

24 January 2023 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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