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 are curious and explore the outdoor environment at their own pace. They practise using their large-muscle movements as they take turns with their friends on the see-saw and run around. The children also use their small muscles as they collect leaves to show the adults. This helps children to become confident in their own abilities.

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The provision is good

Children have built strong relationships with the adults and look to them during activities to share their achievements. For example, one child shouts, 'I did it!' as he is successful in using the tweezers to pick up pom-poms. The assistant praises the child, and then they continue to practise this skill, which gives the children a chance to solidify what they have learned.

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The provision is good

Children's individual needs are met, and they are well supported when presented with new experiences. If children are unsure during sensory experiences, the assistant uses a range of techniques to encourage them to have a go, such as bringing the children closer to them so they can explore in the safety of a trusted adult. Children are given different tools to use and different materials to feel. As a result, the children's self-confidence when trying new things grows.

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need to do better?

n The childminder identifies the children's starting points, including their language abilities. The childminder and her assistant work with parents to make sure they understand the signs children use to communicate. However, the childminder is not consistent in using songs and books to give children the time to practise using a range of sounds. n The childminder is clear about her assistant's strengths and areas for future learning, and she provides opportunities for professional development. The childminder correctly identifies the 'amazing support' that the assistant provides for specific children that need additional support and the positive impact this has on the outcomes for the children in their care. n Children are confident with the pattern of the day and know what is happening next. During mealtimes, the childminder reminds the children to use their manners and initiates conversation about the food they are eating, such as

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need to do better?

about the textures. However, opportunities for the children to socialise with each other at mealtimes and develop their relationships and language skills further are more limited. The childminder encourages calm and puts on soft music to get the children ready for their nap. The children, knowing the routine, tell each other to 'shhh'. n The childminder keeps the children safe as she explains the consequences of their actions to them. For example, she says, 'We can't talk with food in our

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need to do better?

16 March 2023 mouth. We will choke; then we can't play.' Children are developing an understanding of how to keep themselves safe. n Throughout the day, the childminder encourages the children to be independent in their personal routines. The childminder praises the children as they wash their face and hands after lunch. This means children are learning how to look after themselves. n Children are developing an early interest in numbers as they practise their counting skills. They count familiar objects and want to challenge themselves further with the support of an adult. This is a secure foundation to build on to ensure that children have a deep understanding of number. n The childminder communicates well with parents. For example, she writes in each child's communication notebook what they have been doing with her for the week and celebrates their achievements. The parents know what the children are doing in her care and what they are learning. The parents also

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need to do better?

share what they have been doing at home so the childminder can talk about it with the children. This gives the children a sense of belonging and the knowledge that they are unique.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is clear on her responsibilities and demonstrates the measures she puts in place to safeguard the children well. She ensures that she has suitable references for childminding assistants and that safeguarding checks have been completed fully. The childminder and the assistant attend regular training and share new information with each other. They both show confidence in challenging each other if they feel a child is at risk of harm, and they understand what to do if they have concerns. They can both detail the procedure they would follow, including recording and reporting to the correct professionals.

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should:

n extend the use of songs and books to enhance the communication and language curriculum n reconsider mealtimes to support peer-on-peer relationships.

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Setting details

Unique reference number EY471836 Local authority Richmond Upon Thames Inspection number 10280583 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 9 Number of children on roll 9 Date of previous inspection 29 August 2017

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Information about this early years setting

The childminder registered in 2014. She lives in Twickenham, in the London Borough of Richmond. The childminder operates from Monday to Thursday, from 8.15am to 6pm, for 48 weeks a year. She works with one assistant.

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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 childminder. n The inspector viewed the premises to ensure it was safe and suitable. n The childminder spoke to the inspector about children's learning and development. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

16 March 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

16 March 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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