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 Not applicable

p.1

The provision is good

The childminder teaches children about the feelings of others. She encourages children to name and understand their own emotions. Children are empathetic and gentle with each other. The childminder creates a strong bond with children. Children go to the childminder for cuddles and reassurance. They feel relaxed and happy in the childminder's home. Children have a strong sense of emotional security. They behave well.

p.2

The provision is good

The childminder helps children to practise ambitious new physical skills. She teaches children to walk using a range of strategies. Children practise walking as they spend extended periods of time outside at the local park. The childminder teaches babies to roll, sit up and reach for objects. She encourages toddlers to take appropriate risks in their play. Children gain confidence as they develop their physical strength.

p.2

The provision is good

The childminder teaches children creative skills. She role models to children how to paint and draw using a variety of tools. Children feel excited to express themselves through creative activities. They listen to music and play imaginatively in the role- play area. The childminder talks to the children about what they enjoy doing and praises them. Children are learning what they like and dislike. They are curious learners who develop their own talents and interests.

p.2

need to do better?

n The childminder plans a curriculum with a clear intent. She wants children to become confident learners who are kind to others. The childminder provides children with experiences across the early years curriculum. Children are curious learners who are developing their knowledge and skills. n The childminder understands that it is important for children to develop mathematical skills. However, the educational programme is not as ambitious in this area of learning as it is in other aspects. The childminder does not always maximise opportunities for children to solve problems. n The childminder has a strong understanding of how children learn. She uses this knowledge to identify what children need to learn next. The childminder plans ambitious activities for children to build on their prior knowledge. For example, once children have learned how to walk, the childminder challenges them to run, climb steps and develop their balance. Children reach their developmental

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need to do better?

milestones. n The childminder knows that is important for children to develop their independence. However, on occasion, she sometimes gives children support without waiting for them to try themselves. Children are not always able to experience setbacks and develop their resilience.

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need to do better?

13 July 2023 n The childminder helps children to learn new language well. She supports children's learning by narrating what they are doing as she introduces new words. Children repeat and use new language in their play. They are developing their fluency. n The childminder knows that some children will have gaps in their learning. She uses assessment to ensure that these are identified. The childminder works with parents and external agencies to access early help where required. All children reach the best possible outcomes. n Care practices are effective. The childminder uses opportunities to change nappies and dress children as a way to teach children about privacy and consent. She talks to the children about what she is doing and how this helps to keep them clean and safe. Children are relaxed and ready to learn. n Parent partnerships are strong. They say that the childminder builds warm and loving relationships with the children that help them feel secure. Parents report

p.2

need to do better?

that the childminder tailors activities around the children's interests. They say that this helps their children to enjoy sharing what they have learned at home. n The childminder is reflective of her practice. She enjoys seeking out research about child development to help her to learn new strategies to support children's learning. The childminder evaluates her practice regularly. Her knowledge and skills continually improve over time. n The childminder takes the children on daily outings to parks or local wetlands to see the ducks and geese. Children take the bus and go for long walks. They are learning about the world around them and how things work.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a strong understanding of the safeguarding issues that may affect the children in her care. She is able to talk about the signs that may give rise to concern. The childminder has a robust procedure for reporting her concerns to her local safeguarding partner. The childminder understands the action to take in the event of an allegation being made about an adult. She regularly carries out risk assessments to ensure that her home is free from hazards to help keep children safe.

p.3

should:

n strengthen opportunities for children to develop their mathematical skills and solve problems n further promote opportunities for children to do things themselves, to help develop their resilience and confidence to the highest levels.

p.3

Setting details

Unique reference number 2630112 Local authority Richmond Upon Thames Inspection number 10285983 Type of provision Childminder Registers Early Years Register Day care type Childminder

p.4

inspection

Total number of places 5 Number of children on roll 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2021. She lives in Mortlake in the London borough of Richmond. The childminder holds an appropriate early years qualification at level 3. Her operating hours are Monday to Thursday, from 8am until 6pm. The childminder provides funded early education for children aged two, three and four years of age.

p.4

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 childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

13 July 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

13 July 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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