Bussey, Karen Elizabeth Anne

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 Good

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The provision requires improvement

Children are happy and settled in this homely environment. They form close bonds with the childminder. When children seek comfort from her, she readily gives cuddles. Children form close relationships with each other. Older children sing nursery rhymes to younger children when they are tired and upset. In the main, children are self-assured and politely express their wants and needs. For instance, children say: 'Please can I have a yoghurt?' at lunchtime.

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The provision requires improvement

Overall, children benefit from a safe and secure environment, which they are confident to explore. The childminder has a sound understanding of most areas of the curriculum, and she delivers a broad curriculum that helps prepare children for nursery or school. Toddlers show determination and develop their gross motor skills as they walk down steps in the garden. Older children use mathematical language and develop their critical-thinking skills as they build a tower of cubes as tall as they can. However, there are times when children do not face challenge as they play and learn, to help them make as much progress as possible.

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The provision requires improvement

Children and toddlers learn how to do things for themselves. Children cut up fresh fruit at snack time, and toddlers use a spoon to eat their yoghurt at lunch. When it is time to go outside, children swiftly put their coats and shoes on.

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need to do better?

n Children's learning experiences are variable. There are times when planned activities and the childminder's interactions do not provide sufficient challenge and fully extend children's learning. For instance, the childminder does not extend older children's learning when they complete a matching activity with ease. n The childminder completes regular risk assessments of the environment. However, these are not fully effective. For example, there are items at the end of the garden that pose a potential risk to children. This is easily rectified, and children are constantly supervised so are not at significant risk. n Overall, children make progress in their communication and language skills. During a conversation about the King's Coronation, children learn new words associated with the topic. For instance, children learn about the King's carriage and what this is used for. In addition, children are confident to ask questions

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need to do better?

during back-and-forth conversations. The childminder supports younger children by naming items, providing a narrative for their play and singing songs to them. However, some children do not have the opportunity to hear their home language as they play to further develop their language skills. n Generally, children behave well. They learn how to share and take turns with each other and follow the routines. However, there are times when the

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need to do better?

26 April 2023 childminder does not give children clear messages about their behaviour. For instance, there are occasions when the childminder does not challenge unwanted behaviour. n Children develop their mathematical skills as they play. They learn how to count and say number names in order. Children name simple shapes and use words like 'tall' and 'heavy' during discussions. n The childminder supports children's awareness of diversity. There are a range of multicultural resources, and the childminder has conversations with children about similarities and differences between themselves and others. She also helps children learn about important events and cultural festivals. For example, they learn about the King's Coronation, St Patrick's Day and Chinese New Year. n Children's physical health is well supported. Children know that they need to wash their hands before eating and have healthy choices at mealtimes. The

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need to do better?

childminder ensures that children go outside in the fresh air daily, where they further develop their gross motor skills. n Partnerships with parents are positive. Parents particularly comment on the range of resources available to their children and the progress children make. The childminder supports parents with children's learning at home and regularly shares their next steps and learning at the setting. n The childminder attends mandatory training. She keeps her knowledge of how to keep children safe by reading articles and attending quarterly meetings. The childminder has acknowledged that she would like to improve on her skills and knowledge. She has recently identified a sign language course that she thinks will benefit children's learning at the setting.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The risk assessments completed by the childminder do not ensure that the environment is continuously safe for children. However, the childminder knows the immediate action to take to address the issues, and children are well supervised during their time at the setting. The childminder has effective knowledge of child protection procedures and keeps up to date with current safeguarding information. She understands her responsibility to refer any concerns to the appropriate safeguarding agency. The childminder has regular fire drills and talks to children about road safety so that they can learn how to keep themselves safe.

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Due date

26 April 2023 consistently plan and deliver a curriculum that challenges all children and helps them make as much progress as possible 05/06/2023

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Due date

review procedures for risk assessments and ensure all hazards are identified and removed swiftly to minimise risks to children. 05/06/2023

p.4

should:

n take reasonable steps to ensure that children whose home language is not English have opportunities to hear their home language in play and learning n give children clear messages and explanations about behaviour expectations so that children can begin to learn how to manage their own behaviour.

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Setting details

Unique reference number EY401421 Local authority Kingston upon Thames Inspection number 10280628 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 9 Date of previous inspection 31 August 2017

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Information about this early years setting

The childminder registered in 2009. She lives in Chessington, in the Royal Borough of Kingston upon Thames. She operates all year round from Monday to Friday, from 7.15am to 6pm, except for bank holidays and family holidays. The childminder receives funding to offer free early education for two-, three- and four-year-old children. She holds an appropriate early years qualification at level 3.

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Inspection activities

n This is the first routine inspection the setting has 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 setting. n The childminder took the inspector on a learning walk around the setting. n The inspector observed the quality of education and assessed the impact this has on children's learning. n The childminder and the inspector completed a joint evaluation of an activity. n The inspector viewed written parent testimonials. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the interactions between the childminder and children and assessed the impact that this was having on children's learning.

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Inspection activities

26 April 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

26 April 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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