Childminder in Kingston 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 Inadequate

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The provision is good

The childminder and her co-childminder, who was not present on the day of the inspection, have taken action to improve practice since the last inspection. The childminder, her co-childminder, and her assistants have completed training to improve their knowledge and understanding of safeguarding and the early years foundation stage (EYFS). The childminder has implemented a curriculum that focuses on the prime areas of learning, which gives children a firm foundation to build on what they can already do and know. This has a positive impact on children's learning and means that children make good progress and are well prepared for starting school.

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The provision is good

Children are happy and have a good relationship with the childminder and her assistants. The childminder follows children's daily routines and gives them lots of smiles and cuddles, which helps them to settle quickly and feel secure. Children behave well and learn to play alongside others, which develops their social skills. Babies have fun crawling in the garden, which develops their physical skills. The childminder takes children out in the local community, such as to the park and library, where they can develop these skills further. Children are curious to explore the resources provided. For example, they make marks with chunky chalks and stack construction blocks.

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need to do better?

n The childminder knows the children well. Children develop a strong relationship with the childminder and seek comfort from her when they feel unsure. Children's individual routines, such as sleep times, are followed. This helps children to feel secure in the childminder's care and promotes their well-being. n The childminder and her assistants model language well. Children enjoy joining in with daily singing sessions and stories. The childminder comments on what babies are doing and uses repeated phrases, such as 'mix, mix, mix', while playing with sand, which encourages very young children to make early sounds. Children's communication and language development is supported well. n Children learn to follow simple instructions. Children help to tidy up their toys, for example, by putting blocks back in the box. Babies are motivated by the childminder's encouragement and praise, which help them to understand the

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need to do better?

expectations for their behaviour. n Overall, the childminder and her assistants interact well with children. They model how to use resources and comment on what children are doing. The childminder notices when children become interested in what she is doing and repeats her actions, which motivate children to join in with new activities. This results in babies roaring with laughter as they learn to knock down sandcastles with their hands.

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need to do better?

30 April 2024 n There are occasions when adults move children on from what they are doing. For example, they put the blocks away to introduce the next planned activity. Although this does not have a significant impact on children's enjoyment of their play, it does mean that children do not always have as many opportunities to follow their own interests and become as deeply engaged in their play as they could. n The childminder promotes children's good health. For example, she teaches children to wash their hands after playing outdoors and before meals. This means that children learn important hygiene routines, which prepare them for later life. n Children enjoy healthy meals and snacks throughout the day. Drinking water is not consistently available throughout the day, which means that children cannot help themselves to a drink as they need one. However, the childminder does provide fresh drinking water at mealtimes.

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need to do better?

n The childminder works in partnership with parents to identify children's starting points. She uses this information to tailor her approach. For example, she provides walkers to support children who are learning to walk. The childminder provides parents with regular updates of their children's progress and makes suggestions of what they can do to continue children's learning at home. n The childminder and her co-childminder have sought support from the local authority and local childcare providers. Assistants say that they feel well supported and receive feedback on their practice. The childminder is reflective of her own practice, which indicates that she will continue to make improvements to the care that she provides.

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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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should:

n extend opportunities for children to initiate and extend their own thinking and ideas n ensure that drinking water is available and accessible at all times.

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Setting details

Unique reference number 2719923 Local authority Kingston upon Thames Inspection number 10321730 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 3 Date of previous inspection 8 November 2023

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Information about this early years setting

The childminder registered in 2023. She works from her co-childminder's home in the Surbiton area of Kingston upon Thames, London, on Monday and Tuesday. The childminder offers care from a room in Lime Tree School on Wednesday, Thursday and Friday from 8am to 6pm. The childminder holds a relevant qualification at level 3. She works with a co-childminder and two part-time assistants.

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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 childminder. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their EYFS curriculum. n The inspector talked to the childminder's assistant at appropriate times during the inspection and took account of their views. 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 childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning.

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Inspection activities

30 April 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

30 April 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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