Childminder in Richmond 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 Not applicable

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The provision is good

The childminder knows children in her care well as she builds strong relationships with them and their families from the start. Children are confident to choose what they would like to play with. They express themselves through dancing and babbling away as they take part in activities with the childminder. There is a well- established routine in place, which supports children's emotional well-being as they know what is going to happen next in their day. From a young age, the childminder teaches children how to feed themselves and manage their own self-care, such as washing their hands. She provides clear rules and boundaries and supports children to behave well through praise.

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The provision is good

The childminder plans activities based on what children show interest in and what they need to learn next. As a result, children are engaged in activities for long periods, which helps them to develop and practise their skills. For example, young children are happy as they sort and join magnetic shapes while developing their hand-eye coordination. They show excitement as they hear their favourite action songs and begin to join in. Children make good progress in their learning from their starting points.

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need to do better?

n The childminder has a good knowledge of where each child is developmentally and what interests them. She plans age-appropriate and interesting activities by using their interests and new themes throughout the year to enable them to gain new knowledge and develop new skills. She praises children on their achievements and gives them time to practise, consolidate or extend their own learning. n The childminder demonstrates a good understanding of how children learn. She breaks down their next steps in learning to support them to learn the skills they need to meet their developmental milestones. For example, to help children learn to walk, she supports them with their patience and shows them how to move in a range of ways in different places. n The childminder encourages children's language skills throughout the day and builds on their vocabulary. For example, children point to pictures in books and the childminder uses single words to support them to name what they can see.

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need to do better?

Children copy as they point at the 'car' or 'door'. She uses further effective strategies to support children's communication skills, including for those children that speak English as an additional language, such as visual prompts and using actions as she talks to ensure that they understand what is happening next. n Children are supported to develop their mathematical skills effectively. For instance, the childminder supports children to group objects by colour, encourages them to count their toys as they play and initiates singing number

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need to do better?

14 November 2024 songs. n The childminder introduces ways for children to develop an awareness of a healthy lifestyle. For example, she teaches them to wash their hands, provides healthy foods at mealtimes and encourages children to take part in physical activity, indoors and outdoors. However, the childminder does not explain the benefits of these healthy choices to support children's understanding further. n The childminder knows the importance of children's personal, social and emotional development to other areas of learning. She asks the children each morning how they are feeling. However, she does not always support younger children to identify their feelings throughout the day or explore the reasons for their feelings with them. n The childminder regularly reflects on the provision she offers. She connects with her professional network to share what is working well and where she would like to improve. She accesses appropriate training to continually support her own

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need to do better?

practice. The childminder has implemented her learning into practice, and this has been successful, particularly in promoting children's positive behaviour. n Partnerships with parents are positive and effective. They comment that their children make good progress and that they like the nutritious meals that the childminder provides. The childminder seeks parents' feedback by sending out regular surveys. She uses this information to make further improvements.

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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 enhance teaching to help children to learn about the benefits of making healthy choices n consistently support younger children to identify and express their feelings.

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Setting details

Unique reference number 2756809 Local authority Richmond Upon Thames Inspection number 10349710 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 Not applicable

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Information about this early years setting

The childminder registered in December 2023. She lives in Twickenham. The childminder operates all year round from 8am to 6pm, Monday, Tuesday and Friday, and 8am to 2pm, Wednesday and Thursday, except for bank holidays and family holidays. The childminder is eligible to provide funded early years education for children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. 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 childminder spoke to the inspector about children's learning and development. 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. n The inspector took account of several parents' views during the inspection. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

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

14 November 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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