Childminder in Richmond upon Thames

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

There are weaknesses in how children's learning is supported that are preventing the childminder achieving a good overall outcome. Despite this, children show they feel happy and are safe with the childminder, and they separate easily from their parents. The childminder speaks to each parent as children arrive, exchanging information to support their child's daily care. The childminder and her assistants are sensitive and kind to children. They ask children if they would like a cuddle or some help when they appear unsure of what they want to do.

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The provision requires improvement

During group activities, children happily listen to stories. They request their favourite book, joining in to recall key events or sharing what is going to happen next with their peers. After the story, children eagerly join in an activity linked to the book. For example, they decorate 'pants' before running outside and using pegs to hang them on a washing line. The children discuss whether they have made their 'bright sparkling creations' colourful enough for 'aliens' to spot them from the sky.

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need to do better?

n The childminder focuses on some aspects of children's independence while they are in her care. For example, children expertly lay out and flip their coats over their heads to 'magically' put them on. However, opportunities to extend this even further are not consistently provided. The childminder and her assistants wipe children's noses, peel and cut fruit for them, pour drinks and serve lunch in bowls directly to each child. n Children enjoy planting in the garden. Children scoop stones and soil into tubs in preparation for herbs and flowers. The childminder effectively asks questions to initiate a back-and-forth conversation about the difference between flowers and herbs. Children confidently share, 'You can eat herbs', and they agree that all plants need soil, sunshine and water to 'thrive'. n Children are generally well behaved. However, on occasion, the childminder and her assistants do not consistently support children to take turns. For example,

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need to do better?

children are distracted or directed towards other activities rather than being supported to effectively share resources with their peers. n The childminder and her assistants assess their key children's development, and some next steps for children's learning are identified from this information. However, activities are not consistently planned or implemented well enough for all children. This does not support all children to make the best possible progress. n Children select watering cans and jugs. They develop their hand-to-eye coordination as they collect water from a large tub to pour into the container of their choice. Children develop their physical skills as they walk slowly and

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need to do better?

15 March 2023 carefully, taking small steps across the garden to water the newly sowed plants. n Staff communicate with parents both face to face and via an online app. At each handover, parents are given information about their children's daily care. Photos, observations and updates on each child's development are regularly uploaded for parents. Parents are very happy with the service they receive. They describe the childminder and her assistants as 'flexible' and feel their children are 'well cared for'. n The childminder and her assistants work well together. Tasks are shared, and staff deployment is good. They all have access to regular supervision, ongoing professional development and yearly appraisals from the umbrella company the setting is provided under. The assistants are being supported to access childcare qualifications.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants are aware of the different categories of abuse. They can describe what neglect may look like for a young child. They confidently explain how they would record any injuries or disclosures made by children and how the information would be shared. The childminder and her assistants also discuss how they would report any concerns about the conduct of a colleague and go straight to the local authority designated officer. They are aware of the number for their local social care referral team. The childminder is aware of where she could go to seek advice if needed.

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should:

n make better use of all opportunities to encourage children's independence throughout their everyday activities and routines n make the most of all opportunities to help children develop positive relationships with their peers n improve the planning and implementation of the curriculum, taking account of children's interests and current abilities, to build on what children already know to help them make consistently good progress.

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Setting details

Unique reference number 2604120 Local authority Richmond Upon Thames Inspection number 10263917 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 11 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Kew, in the London Borough of Richmond upon Thames. She works with a co-childminder and an assistant. The childminder works Monday to Thursday, from 8am to 6pm, all year round, except for family holidays or bank holidays.

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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 provider. n The inspector had a tour of the premises to complete a learning walk. n At appropriate times during inspection, the inspector spoke to the childminder, her assistants and children. n The childminder described how the environment and the curriculum are organised. The quality of teaching and learning was observed both indoors and outdoors by the inspector to assess the impact on children's learning.

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Inspection activities

15 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

15 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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