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 express delight in being active. Young children smile and laugh as they dance to music in the garden with their friends. Adults model a range of actions, such as moving like a tiger, that children are keen to have a go at copying. Pre- school children move their bodies in a range of ways, such as crawling and jumping. They climb under objects when they want to play hide and seek. As a result, children are becoming confident in their physical skills and developing an understanding of healthy lifestyles.

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The provision is good

Children's individuality is valued. The childminder uses children's home language to develop their understanding of the routine of the day. Families comment they are pleased that the childminder uses their home language. This supports children's language development and develops strong relationships.

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The provision is good

Children feel safe and secure in their environment. They are confident to take care of their personal needs. For example, pre-school children visit the bathroom and wash their hands by themselves. The childminder shares that next they are building children's dressing and undressing skills. Children are learning to be independent in their self-care. As a result, children are ready for their next stage in their learning journey.

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need to do better?

n The childminder has high expectations for children in all areas of development. She understands the importance of building children's self-esteem to support them in their learning. Through assessment, the childminder can see that when children are confident, they are more likely to try new experiences. The childminder builds on children's confidence by visiting local playgroups and praising their achievements. As a result, children learn new knowledge and skills quickly and make good progress. n The childminder develops children's understanding of numbers during routines and play. For example, the childminder encourages the children to count the fruit in 'The Very Hungry Caterpillar' story. Children find joy in counting how many times they can jump as they move in different ways around the garden. Children praise each other, saying, 'You counted to 12, well done,' as they point out the numbers on the floor. Children are starting to recognise numerals in the

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need to do better?

environment and are developing a strong interest in numbers. n Children are developing strong relationships with each other. However, at times, pre-school children move resources away from the younger children. The childminder often separates younger children from pre-school children in play. Pre-school children engage in paint activities and help the childminder with tasks. However, even if younger children show an interest, the childminder asks

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need to do better?

18 May 2023 the assistant to move them to another activity. As a result, younger children do not always have access to the same learning opportunities. n Younger children are keen to explore the outdoors. The assistant engages with children about what they can see. They talk about the insects and animals around them, such as the butterflies and the childminder's pet rabbit. Children are learning to be caring towards others as they talk about what the rabbit would like to eat. n The childminder and assistant work well together to support children's next steps in learning and ensure there is a consistent approach. The childminder shares how they are helping children to build on their vocabulary. During song time, the assistant motivates children to practise sounds and new words. Children join in and pay attention to the assistant's lips with each sound she makes. This is developing children's concentration, and they are confident to

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need to do better?

have a go. n Children build independence skills at snack time as they cut their own fruit. However, the childminder and assistant do not remind children to keep themselves and others safe during this activity. They do not explain to children when handling tools how to use them in a safe way.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has clear safeguarding procedures in place. Both the childminder and her assistant are clear on what to do if they have a concern about a child or if they are concerned about each other's behaviour. The childminder and assistant attend regular safeguarding training to keep their knowledge up to date. All children who attend the childminder's setting wear red tops to ensure they are kept safe on outings and that they are easy to spot when attending playgroups.

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should:

n further develop knowledge and skills to be able to teach children how to keep themselves and others safe n consider how to adapt activities in the moment to ensure younger children have access to the same learning as the older, most-able children.

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Setting details

Unique reference number EY407069 Local authority Richmond Upon Thames Inspection number 10286522 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 5 Date of previous inspection 21 March 2018

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Information about this early years setting

The childminder registered in 2010. She lives in Twickenham, in the London Borough of Richmond upon Thames. Her service is open on Monday after school and then from Tuesday to Thursday, from 7.30am to 6pm, all year round. The childminder holds a relevant early years qualification at level 3 and works with an assistant who is working towards her 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 childminder and has taken that into account in their evaluation of the childminder. n The childminder spoke to the inspector about children's learning and development, with a particular focus on personal, social and emotional development. n Children communicated with the inspector during the inspection. n The inspector talked to the childminder and assistant at appropriate times during the inspection and took account of their views. 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 observed the interactions between the childminder, assistant and children. n The inspector carried out joint observations of group activities with the

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Inspection activities

childminder. n The childminder provided the inspector with a sample of key documentation on request.

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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

18 May 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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