Flint, Sophie Rebecca Emma

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

Children confidently approach each other to share resources that interest them. Older children use material to play peekaboo with younger children. They interact well with each other, laughing as they play. Children's behaviour is very good. They take turns to fill and pour water through tubes with minimal support from the childminder. The childminder links activities to children's interests. Children eagerly participate, maintain their focus and show perseverance. They show pride in their achievements after the childminder shows them how to fill a tube with water by squeezing the top. The childminder has high expectations for all children's learning. She plans a broad curriculum that she supports through adult-led and free-play activities.

p.2

The provision is good

The childminder identifies children who require additional help or with special educational needs and/or disabilities. She speaks to parents and carers when she completes the required progress check when children are aged between two and three years. She highlights children's areas of strength or shares where children may need some additional support. The childminder works closely with parents and other professionals. This helps her to develop strong relationships, sharing observations and working together to consistently support and promote children's development. Children spend time in the garden. The childminder completes daily checks of the outside space and equipment to ensure that the area is well maintained and suitable for children's use.

p.2

need to do better?

n Relationships with children and their parents are strong. Parents appreciate the support they receive and how the childminder adjusts her practice to meet their children's care or dietary needs. The childminder introduces a variety of new fruits and vegetables at mealtimes and snack times. Children share what they like to eat, how the food tastes and describe the texture of red pepper as 'crunchy'. n During morning handover, the childminder seeks information from parents to support each child as they come into her care. Children have their favourite comfort item and time to adjust as the childminder makes sure that familiar resources are available for them to self-select and play freely. The childminder reflects on her practice and requests feedback from parents to ensure that she tailors care to children's needs. n Children develop their independence. They select their water bottles and ask for 'five' pieces of grape and count them as the childminder puts them on their

p.2

need to do better?

plate. Children follow hygiene routines, lining up to take turns to wash their hands in preparation for lunch. The childminder works with parents to support toilet training. Children develop their sense of self. The childminder names

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need to do better?

21 January 2025 children's emotions and feelings and asks them if they would like a cuddle. n Children develop good communication skills. The childminder constantly echoes what children are saying to support their pronunciation. She develops children's vocabulary by repeating and adding words to what children say. Children confidently share experiences they have enjoyed, such as a trip to the hairdressers or by describing what they bought when they were a 'customer' in a shop. n The childminder plans activities with clear learning aims for children at different stages of development. For example, older children hold scissors correctly to cut herbs. Younger children explore how they can use their hands to operate the scissors. However, the childminder does not consistently link children's previous experiences to extend and build on what they know. For example, she does not extend conversations to encourage children to make links with what they are

p.2

need to do better?

doing during activities to their home experiences. n Parents share how they feel the childminder offers a home-from-home environment for their children. They are happy as the childminder is flexible and works with them to meet the needs of their families. Parents express how their children make progress. For example, they develop confidence and have very good language and social skills. Parents also appreciate their children having opportunities to go out for soft-play sessions and to places of interest. n The childminder is passionate about the care and education she provides for children. She has attended training to refresh her knowledge. The childminder confidently describes different strategies she uses to support children. She understands about early help and shares information on local services and support available to parents.

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 develop the delivery of activities to include links to what children already know and can do.

p.3

Setting details

Unique reference number 2758048 Local authority Kingston upon Thames Inspection number 10349590 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 10 Number of children on roll 29 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered with Ofsted in 2023. She lives in Kingston upon Thames. The childminder works with a co-childminder. She operates all year round, from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides government funded childcare.

p.4

Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that 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 the curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

21 January 2025 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

21 January 2025 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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