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 provides children with a welcoming, home-from-home environment in which to learn. She organises the home to ensure children can easily access a wide variety of quality toys and can initiate their own play. The childminder recognises when children may need extra reassurance and provides this through her warm interactions with them. There is a calm atmosphere, which makes the children feel safe and secure.

p.2

The provision is good

Children behave well. The childminder models good manners to the children, such as saying 'please' and 'thank you'. She supports children to follow simple instructions, including helping to tidy up before moving on to another activity. Children show respect for others. They encourage friends to join in with activities and games.

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The provision is good

The childminder offers a curriculum that builds on children's prior knowledge and skills. She carefully plans and prepares activities to extend children's learning. For example, children use their imagination and develop their language skills as they explore farm animals in a messy-play activity. The childminder actively joins in with their play and frequently asks questions to extend their learning. Children develop their understanding of new words and extend their vocabulary as the childminder encourages them to repeat new words, such as 'drip' and 'tractor'.

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need to do better?

n The childminder has a good understanding of how children learn and develop. She makes good use of the information she gathers from parents to meet children's care and learning needs. She uses this information, alongside her observations of children, to build an ambitious curriculum. The childminder regularly checks children's progress to identify any gaps in their development. This ensures that all children make good progress from their starting points. n The childminder designs and implements a curriculum that supports the individual needs of children. She understands children's abilities and what they need to learn next. However, at times, planned adult-led activities are not precisely adapted so that all children gain the most benefit from their learning. This does not consistently help all children to achieve the highest possible learning outcomes. n The childminder supports children's communication and language development

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need to do better?

effectively. However, she occasionally asks children questions without giving time for them to respond. This does not enhance their understanding of the flow of a conversation and further enhance their language skills. n Overall, children have a positive attitude to learning. They are keen to explore and find out new things. Occasionally, during some activities, the childminder

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need to do better?

10 September 2024 interrupts the children's play to move them to other activities. As a result, at times, children do not become as focused and fully engaged as they could. n The childminder incorporates counting and numbers into children's everyday play. For example, she encourages children to count the number of toy ducks during song time. Young children take delight as they confidently count to four. n The childminder updates and improves her knowledge to strengthen her understanding and develop new skills. She ensures that training is relevant to the children and families who she provides care for. This helps her to extend children's learning and development effectively. n The childminder encourages children to develop their social skills. She teaches children to share, take turns and play cooperatively together. For instance, she uses positive language, such as 'good sharing' and 'well done' to praise children

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need to do better?

for their positive interactions with others. n The childminder liaises with parents and works in partnership with other professionals. This promotes a consistent and cohesive approach for all children, including children with special educational needs and/or disabilities, in their care and education. n Parents speak positively about the childminder. They comment on the range of activities that engage their children in learning. Parents receive daily feedback and information on their children's care and feel included in their learning.

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 opportunities during group activities so that all children gain the most benefit from activities n provide children with the time they need to gather their thoughts and respond to questions asked of them.

p.3

Setting details

Unique reference number 132154 Local authority Kingston upon Thames Inspection number 10354775 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 6 Number of children on roll 2 Date of previous inspection 6 November 2018

p.4

Information about this early years setting

The childminder registered in 1996. She lives in Surbiton, in the Royal Borough of Kingston. She provides her service from 8am to 6pm on Monday and Tuesday, for most of the year. The childminder provides funded early years education for children.

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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 the premises and discussed how she ensures they are safe and suitable. n The inspector observed the quality of interactions between the childminder and children and assessed the impact of these on children's learning. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector considered written feedback from parents. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

10 September 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

10 September 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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