Flint, Kathleen Jolene

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 provides children with a warm and welcoming environment. Children settle quickly as they feel relaxed and develop strong bonds with the childminder. Children approach her to ask for help looking for a book or for support if they need help with their play. Babies crawl towards the childminder as she opens her arms and asks if they would like cuddles. Children settle quickly and engage in the activities provided by the childminder, who makes resources available to them at their level to self-select.

p.2

The provision is good

The childminder offers a broad and ambitious curriculum for children. She knows children well and tailors activities that support children at different ages and stages of development. For example, the childminder provides a range of cups and beakers for younger children to scoop and pour water. She encourages older children to use their thumb and forefinger to squeeze and fill droppers. Children show pride in their achievements and persevere. For example, they climb the slide, position themselves and shout 'go' as they slide down, quickly getting up to return to the steps to have another go. Children smile and clap at their achievements.

p.2

The provision is good

Children develop their confidence, such as when they make choices in their play. For example, they say, 'I am the shopkeeper. You can be the customer,' as they play together pretending to buy fruit in a shop. The childminder plans opportunities for children to explore the local area. Children have daily access to outside play in the garden or have trips to the local park or to the shops.

p.2

need to do better?

n The childminder promotes and encourages children's language skills. She constantly narrates on what she observes children doing. The childminder repeats what children say to model the correct pronunciation of words and how to form sentences. Older children confidently engage in back-and-forth conversations, sharing how they are looking forward to going to 'big' school. n The childminder has a calm nature. She gently encourages children by demonstrating how to take part in the activities that she provides. The childminder quickly introduces new resources when she notices children losing interest or becoming distracted. However, the childminder does not consider how to keep younger children fully engaged and maintain their interest throughout storytelling activities. n Children behave very well. They are polite and say 'please' and 'thank you' without prompting. Children willingly join in with tidy-up time when the

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need to do better?

childminder asks them to. Older children offer toys and engage in playing peekaboo with their younger peers. n Children make good progress. The childminder uses her observations to assess

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need to do better?

21 January 2025 children's development. She discusses and plans next steps with parents to support each child's progress. Children are eager to participate in activities and experiences as the childminder plans them with consideration of their individual interests. She incorporates strategies into activities to support children who require additional help. n Children are happy, confident and demonstrate that they feel secure in the childminder's home. The childminder names children's emotions and encourages them to talk about how they feel. Children develop their self-awareness, and the childminder asks them if they need a cuddle or a comfort item for support. n Children are prepared well for their next stages in their learning and move on to school. They enjoy developing their physical skills as they play outside. Children confidently make their own choices about what they would like to do next. They

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need to do better?

understand about taking turns and sharing. Children select and use bicycles and tricycles, and there is no conflict as they know they will get a turn. n Parents and carers report that the childminder offers a variety of experiences to children. The childminder communicates regularly, ensuring that parents are well informed about their children's development and learning. Parents share how the childminder works with them to support their children with any concerns they have, such as increasing the variety of food they eat. n The childminder regularly reflects and evaluates her practice. She shares ideas with her assistants on how they can develop their practice, especially to support children who need additional help or those with special educational needs and/or disabilities. The childminder attends safeguarding training to keep up to date with local information in the community. She also researches areas of practice,

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need to do better?

such as safe sleeping, for the youngest children to ensure that they are safe when in her care.

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 review the planning of story times to enable all children to retain their interest.

p.3

Setting details

Unique reference number 2758047 Local authority Kingston upon Thames Inspection number 10349591 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 29 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered with Ofsted in 2023. She is registered to work with a co-childminder from her co-childminder's home address in the London Borough of Kingston upon Thames. The childminder operates all year round, from 7.30 to 6pm, Monday to Thursday, except for bank holidays and family holidays. She provides government funded childcare.

p.4

Inspection activities

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 inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and children. 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.

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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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