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

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The provision is good

Children know the routine when they arrive at the childminder's home. They separate easily from their parents. Children follow hygiene routines to hang up their coats and wash their hands with minimal guidance or support. Children who arrive early take themselves to the table to choose what they would like to eat for breakfast. Parents share how the childminder provides a home-from-home environment. They praise the care and education their children receive when they are with the childminder.

p.2

The provision is good

Children behave well. The childminder quickly addresses any minor disputes. She uses discussion and negotiation with children, to swiftly reach an acceptable agreement for them to take turns or to play together to resolve the conflict.

p.2

The provision is good

The childminder plans a balanced curriculum that focuses on developing children's communication, social and physical skills. She teaches children new vocabulary to enable them to share their thoughts and ideas. She tracks children's learning to ensure they make good progress. Children have opportunities to self-select a wide range of resources. They move between the sitting room and playroom to ensure they have enough space to play. Children spread out puzzles to look at each piece before trying to slot it into place. They clap each other's efforts and praise their successes.

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need to do better?

n The childminder has high expectations for all children's learning. She has created a broad and balanced curriculum, which focuses on developing children's language and communication. Many children who attend speak English as an additional language, so the childminder learns key words in their home languages. She begins by introducing single words, rhymes and stories, to sequence children's learning. Children quickly make progress. They make their choices known and join in with back-and-forth conversations. n Older children learn to support their younger peers. For example, they happily help to set the table. The childminder uses the opportunity to introduce numbers and counting. Children count together before discussing how many cups and plates they need. However, on occasion, the childminder does not include opportunities to develop children's understanding further by introducing shape, space and measurement.

p.2

need to do better?

n The childminder acts as a good role model to encourage children's good behaviour. She uses 'please' and 'thank you' when making requests of children. Children learn to take turns and share. For example, they roll a favourite car to each other or pass rolling pins and cutters to each other when using play dough. The childminder directly relates her praise to the behaviour she observes.

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need to do better?

26 January 2024 Children respond to this, as they know what is expected of them. n Children come together to listen to stories. As the childminder reads to them, the children enjoy taking turns changing the page to look at the pictures. However, although a variety of books are available, children do not self-select them. For example, the childminder uses children's curiosity in dinosaurs to plan activities, but she does not use books to extend and build on their knowledge. n The childminder prepares children for school. She plans activities, such as sitting together in groups, to share ideas and to listen while others speak. The childminder supports children to develop the correct pencil grip and to begin to write the letters in their name. Children select their name to register their arrival. They gain skills through careful direct teaching during activities they enjoy. n Parents describe the childminder as like leaving their child with 'family'. They

p.2

need to do better?

value the homely surroundings, and they know that their children will eat freshly prepared, home-cooked meals and snacks. Parents share how they work together to support children with their independence. They praise how their children learn to put on and take off their own shoes and wash their hands, and they comment that toilet training was 'easy'. n The childminder has established links with her local authority. She attends training to develop her knowledge and skills. This has enabled the childminder to provide children with continually improving, high-quality activities and experiences linked to their interests.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n enhance the educational programme for mathematics to support older children to develop their understanding of shape, space and measurement n develop children's interests in books further, such as by linking stories to planned activities.

p.3

Setting details

Unique reference number 2634460 Local authority Richmond Upon Thames Inspection number 10305409 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 5 Number of children on roll 20 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2021 and is based in Twickenham in the London Borough of Richmond. She operates all year round, from 7.45am to 7pm, Monday to Friday.

p.4

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 showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n Children spoke to and communicated with the inspector during the inspection. n The inspector spoke to several parents during the inspection and took account of their views. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language.

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Inspection activities

26 January 2024 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 January 2024 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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