Bussey, Karen Elizabeth Anne

Overall effectiveness Good

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

p.1

The provision is good

Children are very settled and secure with the childminder. The childminder knows the children well and is keen to make sure that they feel happy and well cared for in her home. This is established through warm and supportive relationships with children and their families. The childminder has an ambitious curriculum for children, which supports her intention for children's learning. The childminder has a particular focus on promoting children's communication and language. She uses opportunities to engage in discussions and introduce different vocabulary well. For example, she introduces the correct name for the different parts of a plant, such as 'stem', 'roots' and 'buds'. The childminder reads stories with good animation and enthusiasm. This engages children very well, which highly promotes their listening skills.

p.2

The provision is good

The childminder provides children with a range of experiences to support their wider understanding of the world around them. She attends events in the community, such as playgroups, which allows children to make friends. The childminder uses these visits to promote children's wider learning, such as being aware of the environment and people around them.

p.2

The provision is good

The childminder has high expectations of children's behaviour. She supports children to follow simple instructions, such as helping to tidy up before moving on to another activity. The childminder teaches children to share and be polite, such as saying 'please' and 'thank you'.

p.2

need to do better?

n The experienced childminder is enthusiastic about her work and remains committed to continuously reviewing her practice and making improvements. She pays attention to getting to know each child, their interests and needs. The childminder ensures that toys provided reflect children's interests. She accesses training that enables her to develop her knowledge and skills to further support children's learning. n The childminder identifies what children need to learn and plans a curriculum that supports this. For example, she focuses on supporting children's fine motor skills and provides plenty of opportunities for children to practise using scissors, peeling off stickers, gluing and sticking. This helps to promote children's physical development. n The childminder competently supports children to speak and communicate. She talks clearly to children, repeating words and sounds they make and allowing them to join in stories. Children respond well to this. They join in role play with

p.2

need to do better?

the childminder as they re-enact a story that they enjoy. Children who speak English as an additional language are supported well and interact comfortably.

p.2

need to do better?

11 March 2024 n The childminder captures children's attention and engagement effectively. However, at times, this does not support maximising children's learning. For example, during adult-led activities, the childminder does not consider children's age and stage of development to ensure that the activities are appropriate. The childminder spends a lot of time showing and telling the children what to do and where to place different items. This does not encourage children to think for themselves or support their ability to make decisions to enhance their confidence. n The childminder supervises children very well. She has improved her risk assessment since her last inspection. The childminder has ensured that all equipment in the garden that poses a risk to children is safely secured and out of children's reach. This has removed any potential hazards and promotes children's safety effectively. n Children mirror the childminder's caring approach. Their behaviour is good. They

p.2

need to do better?

listen to the childminder, who encourages them to take turns as they play. The childminder models being polite and respectful. n The childminder supports children to develop healthy practices. For instance, children have daily exercise and healthy food choices. They learn to wash their hands before eating and after playing with soil. n Parents speak highly of the childminder. They appreciate how well their children settle and the good progress they make, particularly noting the support given to enhance children's language skills. n The childminder uses opportunities well to support children's awareness of shapes. For example, children take their time to complete puzzles. Young children learn to count with some support. All children make good progress from their starting points and are prepared well for nursery and the eventual move on to school.

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 give children more opportunities to make choices during adult-led activities, to encourage their thinking and ability to make decisions for themselves and enhance their confidence n consider children's age and stage of development when planning activities, to promote learning even further.

p.3

Setting details

Unique reference number EY401421 Local authority Kingston upon Thames Inspection number 10294892 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 26 April 2023

p.4

Information about this early years setting

The childminder registered in 2009 and lives in Chessington, in the Royal Borough of Kingston upon Thames. She operates all year round from 7.15am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds an early years qualification at level 3.

p.4

Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder spoke to the inspector about how she organises her early years setting, including the aims and rationale for her curriculum. n The inspector observed the interactions between the childminder and the children and discussed the benefits to children's learning. n Parents shared their written views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

11 March 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.

p.4

Inspection activities

11 March 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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