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 Good

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The provision is good

The childminder develops strong relationships with families and children. Children settle as they enter the homely setting. They show they feel safe and secure with the childminder as they confidently share their preferences. Children behave well and use manners independently. The childminder supports children's well-being and offers consistent praise to support positive behaviours. This helps to raise children's self-esteem.

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The provision is good

The childminder has high expectations for children and plans her curriculum well to meet their individual needs. She values children's uniqueness and their sense of belonging within the local community. For example, she provides purposeful experiences, such as trips to the local garden centre. The childminder supports children to manage their personal care routines, such as washing hands before eating. She knows the importance of engaging with children to support their communication and language development. For example, she introduces early mathematical language and new words to extend children's vocabulary, such as, 'squishy', 'sponge' and 'smooth' as children get creative. Children show excitement and happiness as they make pictures for their family. Children demonstrate positive attitudes to their learning.

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need to do better?

n The childminder takes her time to get to know children and their interests, She uses this insight to plan activities to support their development. She gathers information from parents when they start, such as, children's likes and dislikes and who is in their family. Additionally, the childminder makes good use of assessments. She observes children to help her have a true reflection of where they are in their development. The childminder completes progress checks for children aged two and shares these with parents. This supports children to make good progress. n The childminder engages children in purposeful conversations. As they play, she supports them to recall previous experiences and share what they do at home with their family. This helps children to remember prior learning and make sense of the world around them. n The childminder uses questioning to determine what new knowledge and skills children have learnt. However, at times she can focus too much on asking

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need to do better?

questions, which she is aware of. She shares that following training she has been working on modelling language in different ways, such as narrating children's play. n Children gain good independence skills. She encourages children to practise and prepare to use the toilet. She provides healthy meals and children independently feed themselves. Children are beginning to develop an understanding of how to

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need to do better?

3 July 2024 be healthy. For example, the childminder encourages children to drink water frequently. However, the childminder does not always consider explaining to children why these healthy choices are important. n The childminder is committed to improving her own knowledge and skills. For example, she attends safeguarding forums and local authority training. The childminder actively seeks further training to ensure her knowledge is fully embedded and can have a positive impact on children. n The childminder reflects on the provision she provides. This helps her to make well-considered changes to address areas for further development. For example, she recognised that some areas of the garden were restricting the promotion of children's social and language skills. As a result, she made positive changes to support children's learning needs. n Parents comment that they appreciate the experiences the childminder gives

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need to do better?

their children. The childminder makes time to talk to parents. They acknowledge that they are kept well informed of what their child is learning and how it impacts on their child's development. n Children's well-being is paramount. The childminder considers how to support their individual emotional development. She adapts her approach to support children's feelings and behaviour, depending on their age and abilities. n The childminder notified Ofsted of a significant event, however, the notification did not meet the timing requirements. Despite this, there is no impact on children. This was discussed with the childminder, who is fully clear of her responsibilities.

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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 continue to develop the use of narration in play, including around supporting children's healthy lifestyles.

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Setting details

Unique reference number EY294837 Local authority Kingston upon Thames Inspection number 10340015 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 5 Date of previous inspection 12 March 2019

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Information about this early years setting

The childminder registered in 2004. She lives in Surbiton, Surrey. The childminder operates her service on Monday to Friday from 7.30am to 5.30pm, all year round, except for family holidays 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 We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. 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 observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request

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Inspection activities

3 July 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

3 July 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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