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 happy and feel safe. This is because they have a close and trusting relationship with the childminder, who is caring and approachable. Children follow familiar routines, which enables them to leave their parents with ease and comfort. They are motivated to play, because of the good levels of care and attention provided. For example, the childminder responds quickly when children are hungry or tired. Children are learning to share toys and take turns. They use facial expressions, single words and gestures to communicate their likes and dislikes.

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The provision is good

Children respond well to the high expectations for their learning. For example, younger children extend their crawling skills as they freely explore the setting. Older children make good use of the opportunities to experiment with making marks. They use chalks to draw lines and circular shapes, which demonstrates their early literacy skills. Children benefit from regular outings, such as to playgroups, which helps them to gain strong social skills. Through regular walks in the local area, they develop an awareness and understanding of diversity in society. Children gain knowledge and skills that are needed for the next stage of their education.

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need to do better?

n Parents are highly complimentary of the 'very patient' childminder, who knows how to support children when they make the transition from home to a childcare setting. They comment favourably on the amount of information provided, which also helps them to support their children's learning at home. Parents find that their children have gained social confidence since joining the setting. n The childminder observes and assesses children's learning to help them to make steady progress. She makes effective use of the information collected to plan activities that allow children of different ages and abilities to participate. For example, during an activity with dried pasta, children use a range of tools to help strengthen their finger muscles. Children giggle, squeak and stamp their feet to show their enjoyment. n As part of the curriculum, the childminder engages children in conversations, reads stories and sings nursery rhymes. In doing this, she helps children to

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need to do better?

develop and extend their communication and language skills effectively. n The childminder knows that children enjoy playing outside, such as with sand or in the mud kitchen. However, she needs to make better use of this knowledge to ensure that the outdoor curriculum is as good as that provided indoors. n The childminder reinforces positive behaviour with lots of praise and reassurance. She models the use of polite words, such as 'thank you', during her interactions with the children. This practice teaches children good manners. n Children carry out age-appropriate and manageable tasks. For instance, they help the childminder to tidy away the toys before getting ready for sleep time.

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need to do better?

5 July 2023 During snack and mealtimes, children have opportunities to pour drinks and feed themselves. These teaching practices support children's self-care and independence skills effectively. n The childminder continues to promote her professional development. For example, recent training has secured her knowledge of how to identify and refer children with additional learning needs. This ensures that any gaps in children's learning are closed as quickly as possible. n Children learn about safe practices. For example, they receive gentle reminders from the childminder to sit upright and use cutlery properly to avoid accidents. n The childminder establishes good habits to help protect children's teeth. For instance, she encourages children to brush their teeth and visit the dentist to promote good oral health. n The childminder seeks, and acts on, the views of other professionals to help evaluate the quality of the provision. For instance, she has reviewed the layout

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need to do better?

of the setting to help children who are learning to walk as effectively as possible. The childminder is currently looking to provide children with more natural, wooden resources to contribute towards their exploration and curiosity.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes relevant training to fulfil her role as a provider. For example, she has enhanced her knowledge of how to maintain confidentiality to protect children's welfare. The childminder is trained to identify and report any safeguarding concerns, including signs of extremist views or behaviour. She is confident to escalate her concerns to relevant agencies if necessary. The childminder carries out checks of the setting to remove or minimise potential risks to children's safety. She supervises children well, including when they are resting or asleep.

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should:

n make the most of what is known about individual children to offer them wider experiences outside to extend their learning further.

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Setting details

Unique reference number EY350010 Local authority Richmond Upon Thames Inspection number 10289300 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 2 Date of previous inspection 20 November 2017

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Information about this early years setting

The childminder registered in 2008 and lives in the London Borough of Richmond upon Thames. She works from 8am to 6pm, Monday to Thursday, all year round. The childminder holds a childcare qualification at level 3.

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Inspection activities

n This was the first routine inspection the setting 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 inspector talked to parents and considered their views. She checked relevant documentation, such as the childminder's suitability checks and training certificates. n The childminder showed the inspector around the setting, indoors and outdoors. She explained how she plans and implements the early years curriculum. n The inspector and childminder evaluated a planned activity and discussed the impact of it on children's learning. n The inspector observed the quality of education being provided, indoors and outdoors. She engaged with the children at appropriate times during the inspection.

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Inspection activities

5 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

5 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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