Childminder in Kingston upon Thames

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

The childminder consistently supports children to make independent choices, they are asked their views and ideas. The childminder listens to children's suggestions and responds to this. As a result, all children feel extremely comfortable and confident at this setting. They show this by exploring the environment. They explore the garden and communicate enthusiastically about the 'fairy doors'. The childminder consistently offers suggestions to extend play and enhance learning opportunities. She suggests making 'fairy' food. Children excitedly communicate about the fairies visiting. The childminder is passionate about children exploring imaginative play. All children benefit from excellent relationships with the childminder. They confidently share experiences with her.

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The provision is outstanding

Children behave exceptionally well. They independently use their manners and are responsive to each other's needs. For example, during play, older children pass toys to younger children. The childminder is an outstanding role model. This supports children to learn to respect others. Children are active learners and fully engage in the wide selection of activities that are available to them. They show enjoyment when exploring and laugh with excitement during learning opportunities. For example, children laugh as they dance to the 'crab song'. The childminder is enthusiastic about children having positive learning experiences. She wants children to enjoy learning. The childminder responds to children's needs. Her engagement with children is exceptional.

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need to do better?

n Children have outstanding opportunities to develop physically. They take part in yoga sessions and are familiar with different yoga positions. This helps to strengthen children's core muscles. The childminder supports younger children by giving them opportunities to pull themselves up onto furniture. n The childminder has an excellent and comprehensive knowledge of children within her setting. She expresses personalised information on each child. This supports her to have a detailed knowledge of their next steps. The childminder has individualised plans of how she would like to further each child's development journey. She tailors this around the child's own choices and interests. n Children enjoy exploring the exciting and stimulating outdoor environment. They explore nature and look in the bug hotel. The childminder extends learning opportunities. She shows children the silver trails and explain that this was left

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need to do better?

by a slug. This gives children opportunities to learn about the natural world around them. n Children learn to care for others. For example, they help to feed chickens and collect eggs that they have laid. The childminder speaks passionately about

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need to do better?

21 February 2024 outdoor play. She speaks about the benefits of children exploring the natural environment. She would like to develop her garden area further. The childminder is reflective and has an improvement plan in place which include creating a water wall for the children to explore. n The childminder has a comprehensive understanding of the children's home lives and families. For example, she knows children's sleeping patterns and home routines. Parents speak fondly of the childminder's setting. They express how the childminder had supported them with weening and gave them useful advice that has helped them to feel more confident within this process. n Snack time is an enjoyable, educational experience for all children. Children had previously visited a local shop and self-selected a variety of different fruits. They explore the colour, taste, and texture of these fruits. This gives them meaningful

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need to do better?

opportunities to explore healthy practices. The childminder speaks about children making their own choices. Children explore the fish market where they select their own fish which they later prepare for dinner. n Children develop their communication and language skills. The childminder comments on children's play and repeats words. She introduces new words to children. For example, when using the instruments she talks about high pitched sounds. The childminder has attended Makaton training. She uses signs with the children. During song time she sings 'Three cheeky monkeys' to the children using signs. Children are confident communicators. n The childminder selects purposeful training which directly impacts individual children within the setting. She speaks about a previous training course that she attended around regulating emotions. She has developed her practice from this learning opportunity. She ensures that children know what to expect. For

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need to do better?

example, children were aware that the inspector would be visiting. The childminder identifies the benefits that this has had on children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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Setting details

Unique reference number EY491759 Local authority Kingston upon Thames Inspection number 10308487 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 6 Date of previous inspection 7 March 2018

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Information about this early years setting

The childminder registered in 2015 and lives in New Malden, in the Royal Borough of Kingston upon Thames. She offers care Monday to Thursday, from 8.30am to 5.30pm, all year round, except for family and bank holidays.

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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 spoke to the inspector about their intentions for children's learning. n Children spoke to/communicated with the inspector during the inspection. 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 spoke to several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

21 February 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

21 February 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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