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

p.1

The provision is good

The childminder supports children to feel comfortable by greeting them in a caring and friendly manner when they arrive at the setting. She offers emotional support, when needed. For example, when children feel upset, she sits close to them and encourages them to engage in activities. Children show that they feel secure in the warm and nurturing environment. They have positive bonds with the childminder and cuddle her for reassurance when needed.

p.2

The provision is good

The childminder interacts well with children, she actively engages in play ideas. For example, she plays alongside children as they explore different toy animals in the play tray. Children behave well. The childminder is a good role model. She spends time demonstrating how to use resources. For example, she builds towers out of wooden bricks. Children watch and then copy this. This helps children know how to use the resources.

p.2

The provision is good

Children show high levels of concentration. They spend extended periods of time engaging in play ideas. For example, children spend time playing with different sensory materials. Children are given opportunities to make their own choices. During snack time, the childminder offers a variety of fruits for children to self- select. Children make independent choices as they choose which fruits they would like to eat.

p.2

need to do better?

n Children have opportunities to develop their independence. The childminder consistently encourages children to try to achieve tasks for themselves. For example, when playing with stacking toys, children are encouraged to stack these independently. If children struggle, the childminder encourages them by saying, 'You can do it, try again.' This encourages children to persevere and achieve tasks for themselves. n Children have opportunities to explore numbers. For example, the childminder counts as children put wooden figures into the toy bus. She also encourages children to count as they explore the ice-cream stacking toys. This supports children to develop their mathematical skills. n Children enjoy listening to stories being read to them. They actively engage in the story of 'Zoology' and 'The Three Little Pig's'. When reading stories, the childminder refers to real life experiences such as a trip to the farm that children

p.2

need to do better?

have recently enjoyed. She also refers to items in the environment, such as toy animals. That said, at times, this distracts children from the book being read. As a result, stories are often started but not always finished. n The childminder encourages children to extend their vocabulary. She comments on what children are doing and labels items. The childminder identifies objects

p.2

need to do better?

19 December 2024 such as 'potato' and children repeat what they have heard. This supports children to develop their communication skills. n Children have opportunities to join in with songs and rhymes. The childminder spends time singing songs to children as they explore musical instruments. This encourages children to develop their vocabulary and explore different sounds that they create using musical instruments. n Children have some opportunities to play outdoors. For example, during trips to local green spaces. That said, the childminder does not fully consider how children's large physical skills can be extended and developed during activities at the setting. n Children have opportunities to explore problem-solving tasks. For example, the childminder encourages children to complete puzzles themselves. Children spend time exploring and moving puzzle pieces around until they fit correctly. This supports children to explore their problem-solving skills.

p.2

need to do better?

n The childminder reflects on her practice. She explains how she identifies areas of strength, as well as areas that she would like to improve. She monitors children's development and adapts her practice if needed, to support all children to achieve. n Parents express positive views of the setting. They state how the environment is warm and caring. They explain how they feel that the childminder genuinely cares for children within her care. They express how the childminder shares information to support them, such as websites. This helps to promote a consistent approach to children's learning and development.

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 explore ways to develop storytelling opportunities for children n strengthen the curriculum for physical development so that children have consistent opportunities to develop and practise their large physical skills.

p.3

Setting details

Unique reference number 2689680 Local authority Richmond Upon Thames Inspection number 10368266 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 4 Number of children on roll 3 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2022. She lives in Barnes, London. The childminder operates Tuesday to Friday, from all year round, except family holidays and bank holidays. She holds a relevant home-based childcare qualification at level 3. The childminder provides government funded childcare.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are 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 early years foundation stage curriculum. n The inspector observed the interactions between the childminder and the children. n The inspector spoke with the childminder about the leadership and management of the setting. n Parents shared their 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

19 December 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

19 December 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.

p.5

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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