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

Children at the setting enjoy positive relationships with the childminder. She ensures that she gathers information about the children prior to them starting at the setting about their likes, dislikes and routines. This helps the children to settle in easily and parents to feel reassured. The childminder knows the children well and ensures that all children are valued as individuals, including those with special educational needs and/or disabilities.

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The provision is good

The childminder can talk about the children and their development, and overall, they make good progress. There is a focus on ensuring that children are emotionally secure and develop strong social skills. The childminder organises her environment well, with resources that engage children and allow them to follow their interests. Children develop their independence as they select resources that interest them.

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The provision is good

Children display good behaviour. Children have formed positive relationships with each other, which can be seen in their interactions with one another and how they show empathy towards their peers. They play cooperatively, readily taking turns and sharing toys. Children chat happily to the childminder and ask for help when they need it. They are secure in the childminder's care. The childminder offers praise and encouragement and is a positive role model.

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need to do better?

n Generally, children engage well in their learning. There is a mixture of child-led and adult-led play opportunities. Children benefit from outings to learn about the world around them. They enjoy visits to the park, theatre and local playgroups. Children recall what they have learned during these trips. For example, children told the inspector that they now know how to be safe near animals after seeing a deer in the park. n The childminder obtains information about children's starting points in their development from parents and identifies children's next steps in learning. She demonstrates a secure understanding of the skills they need for their future learning and the move to school. However, sometimes, the childminder does not confidently outline the purpose of adult-led activities and ensure that learning intentions are met. n The childminder knows the importance of supporting children's language and

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need to do better?

communication skills for their future success. She uses books, rhymes and songs to extend their vocabulary. Children sit and engage well with stories, asking and answering questions. The childminder encourages children to use sign language as she models new words from stories. Children develop a positive awareness of their own and other people's differences.

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need to do better?

7 February 2025 n The attentive childminder teaches children how to care for others and how to share resources. Children mirror the childminder's positive language and consistently practise good manners. Children are quick to ensure that their friends are safe when they trip over. They show a natural empathy for each other. n Children are becoming very independent. They make choices from exciting resources in the playroom and are secure because they know the routines of the day well. They wash their hands before sitting up at the table. Children help themselves to fresh drinking water and independently serve their lunch. The childminder sits with the children, which promotes children's social interactions as she talks to the children about their food and healthy choices. The childminder promotes children's physical health effectively. For example, she provides opportunities for active play, and children enjoy crawling rigorously like

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need to do better?

lions. n The childminder keeps her mandatory training, such as paediatric first aid and safeguarding courses, up to date. She seeks out some additional training to support her continuous professional development. For example, she has begun to learn some sign language to promote children's communication skills. n Parents are complimentary of the homely environment the childminder has created for the children. Parents value the experiences that the children share with the childminder, such as outings to soft-play centres. Parents are kept up to date with information about children's activities and experiences. However, arrangements for sharing information with professionals and other settings, such as when children transition to school, require strengthening to ensure children benefit from continuity in their care and learning.

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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 target professional development to increase confidence in outlining and delivering the learning intentions of adult-led activities n strengthen partnership with professionals and other settings to ensure a more consistent approach to children's future learning.

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Setting details

Unique reference number 131993 Local authority Kingston upon Thames Inspection number 10372134 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 4 Date of previous inspection 3 April 2019

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Information about this early years setting

The childminder registered in 1985. She lives in New Malden, in the London Borough of Richmond upon Thames. The childminder provides care for children from Monday to Friday, 8am to 6pm, for most of the year. She provides government funded childcare.

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Inspection activities

n The inspector spoke with the childminder and children during the inspection. n The inspector observed the quality of the curriculum during activities and assessed the impact this has on children's learning. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector carried out a joint observation with the childminder. n The childminder provided the inspector with a sample of key documentation on request. n The inspector read feedback from parents during the inspection and took account of their views.

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Inspection activities

7 February 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

7 February 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

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